An Examination of Coherence in a Chinese Mathematics Classroom

Analyzing discourse in a model Chinese mathematics classroom, we develop the concept of coherence to describe the classroom's most salient features. Coherence refers to the role of unity or connectedness of speech and behavior in the creation of meaningful discourse. Drawing on cross-cultural studies of classroom practices, we examine the instructional, psychological, and social dimensions of coherence in the classroom. We find that, unlike American classrooms, the Chinese classroom is characterized by coherence in each of the three dimensions. The positive pedagogic effects of coherence are discussed and possible negative effects are mentioned.