[Maths-Education] Research in Mathematics Education Call for Contributions for the Special Issue: Mathematics Education and Policy

[Jacques, Laurie]

Dear Colleagues
Please find attached a flier for our recent call for contributions for the Special Issue of Research in Mathematics Education - Mathematics Education and Policy
Full details can be found here<https://think.taylorandfrancis.com/special_issues/mathematics-education-and-policy/>. Please consider making a contribution and circulating to your network.
Aims and Scope
The editors of this Special Issue invite contributions that examine the relationship between mathematics education and policy.
Potential themes and topics include:

  *   Historical policy reviews and analyses
  *   Research on the enactment of mathematics education policy at system/national levels
  *   Analyses of policy influences and drivers
  *   The relationship between mathematics education research and policy
  *   The scaling of mathematics education research to implementation in policy
  *   Transnational mathematics education policy and comparative research comparing policy influences across different countries
  *   Studies examining  relationships between mathematics educators and policy makers
  *   Theoretical contributions examining the utility of policy theory and methodology to understanding the relationship of mathematics education and policy
  *   Emerging priorities for future mathematics education research and policy debates


Dr Laurie Jacques (she, her - why am I stating my pronouns?<https://www.ucl.ac.uk/equality-diversity-inclusion/equality-areas/lgbtq-equality/pronouns-work>)

Research Fellow, IOE, University College London's Faculty of Education and Society

Dept. Curriculum, Pedagogy & Assessment

UCL Profile<https://profiles.ucl.ac.uk/58868-laurie-jacques>

Recent publications...

*NEW* Brignell, C. Noyes,A. Jacques,L. (2024) The mathematics pipeline in England: inclusion and the excellence stream, Teaching Mathematics and its Applications: An International Journal of the IMA https://doi.org/10.1093/teamat/hrae005

Jacques, L. (2023). Same structure, different values - designing one-problem-multiple-changes procedural variation tasks. Mathematics Teaching, (289), 43-45.

Jacques (2023). Task-Design Lesson Study - A methodological tool for exploring mathematics teachers' task-design principles and pedagogic practices. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 4956--4963). Alfréd Rényi Institute of Mathematics and ERME.

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