Researchers as Policy Actors? Examining interactions between mathematics education research and PIAAC

Evans, J; Yasukawa, K

Researchers as Policy Actors? Examining interactions between mathematics education research and PIAAC

Evans, J Yasukawa, K

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Publication Type:: Journal Article
Citation:: Philosophy of Mathematics Education Journal, 2016, 31, (SPECIAL ISSUE THE PHILOSOPHY OF MATHEMATICS EDUCATION AT ICME 13)
Issue Date:: 2016-11

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Field	Value	Language
dc.contributor.author	Evans, J
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289
dc.date.accessioned	2022-08-16T23:04:18Z
dc.date.available	2022-08-16T23:04:18Z
dc.date.issued	2016-11
dc.identifier.citation	Philosophy of Mathematics Education Journal, 2016, 31, (SPECIAL ISSUE THE PHILOSOPHY OF MATHEMATICS EDUCATION AT ICME 13)
dc.identifier.issn	1465-2978
dc.identifier.uri	http://hdl.handle.net/10453/160397
dc.description.abstract	Education policy making is a fluid and political process involving various actors bringing with them different perspectives and ideologies. We ask what is a policy actor, what types of roles can be played in the policy field, and what actions can be performed, by researchers in areas like mathematics education, and particularly adults’ mathematics education. We then focus on a relatively new part of the OECD’s portfolio, the Programme for International Assessment of Adult Competencies (PIAAC). The first wave of the Survey of Adult Skills (SAS), in 2011-12 involved an assessment of adult skills in Literacy, Numeracy and Problem Solving in Technology-Rich Environments in 24 industrialised countries. It is likely to have significant transnational influences on agenda setting with respect to national lifelong learning policies in participating OECD countries. In this paper, we examine a selection of analyses published by mathematics education researchers to investigate whether, and in what ways, such researchers are interacting with the PIAAC agenda.
dc.language	en
dc.relation.ispartof	Philosophy of Mathematics Education Journal
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Researchers as Policy Actors? Examining interactions between mathematics education research and PIAAC
dc.type	Journal Article
utslib.citation.volume	31
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-08-16T23:04:17Z
pubs.issue	SPECIAL ISSUE THE PHILOSOPHY OF MATHEMATICS EDUCATION AT ICME 13
pubs.publication-status	Published
pubs.volume	31
utslib.citation.issue	SPECIAL ISSUE THE PHILOSOPHY OF MATHEMATICS EDUCATION AT ICME 13

Abstract:

Education policy making is a fluid and political process involving various actors bringing with them different perspectives and ideologies. We ask what is a policy actor, what types of roles can be played in the policy field, and what actions can be performed, by researchers in areas like mathematics education, and particularly adults’ mathematics education. We then focus on a relatively new part of the OECD’s portfolio, the Programme for International Assessment of Adult Competencies (PIAAC). The first wave of the Survey of Adult Skills (SAS), in 2011-12 involved an assessment of adult skills in Literacy, Numeracy and Problem Solving in Technology-Rich Environments in 24 industrialised countries. It is likely to have significant transnational influences on agenda setting with respect to national lifelong learning policies in participating OECD countries. In this paper, we examine a selection of analyses published by mathematics education researchers to investigate whether, and in what ways, such researchers are interacting with the PIAAC agenda.

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http://hdl.handle.net/10453/160397