Content representations, practical applications and interdisciplinary connections as mathematics teaching coherence core

Abstract

This article deals with meaningful connections among mathematical contents representations, their practical applications and interdisciplinary relations. The empirical study was carried out during five academic years, in accredited institutions of the Cuban National Education System. Sample members were 121 qualified mathematics teachers from Las Tunas province. A statistical scale and specialized software to properly evaluate mathematics teaching coherence were used. Results revealed that problems in these three key indicators represent the principal causes of inadequacies. A proper model was designed in two subsystems (organizing and planning). The established process was favored by working with interdisciplinary representation systems from contextual relationships.