scholarly journals A Conceptual Framework for Digital Libraries for K–12 Mathematics Education: Part 2, New Educational Standards, Policy Making, and Accountability

2005 ◽  
Vol 75 (3) ◽  
pp. e1-e27 ◽  
Author(s):  
Hsin‐liang Chen ◽  
Philip Doty
Keyword(s):  
Mathematics Education ◽  
Conceptual Framework ◽  
Digital Libraries ◽  
Policy Making ◽  
Educational Standards ◽  
K 12

Integrated Experiences

2015 ◽  
pp. 278-295
Author(s):  
Carol Carruthers ◽  
Dragana Martinovic ◽  
Kyle Pearce
Keyword(s):  
Young Adults ◽  
Statistical Analysis ◽  
Mathematics Education ◽  
Conceptual Framework ◽  
Knowledge Bases ◽  
Successful Implementation ◽  
Community Of Learners ◽  
Mathematical Concepts ◽  
Education Environment ◽  
K 12

This chapter discusses the integrated experiences of a group of instructors who are using tablets to teach mathematics to adolescents and young adults. iPad technology offers learners in different educational streams and with different knowledge bases an environment that fosters the growth of a community of learners engaged in mathematical concepts and processes. The authors present an in-depth examination of the design of a tablet-based mathematics education environment and provide a statistical analysis to highlight the full richness of their classroom-based experiments. The results are presented using the five foundational aspects of a conceptual framework for the successful implementation of technology in a K-12 environment.

A Feminist World View Conceptual Framework

1986 ◽  
Vol 67 (3) ◽  
pp. 166-173 ◽  
Author(s):  
Janice Wood Wetzel
Keyword(s):  
Social Work ◽  
Conceptual Framework ◽  
Policy Making ◽  
World View

Feminism and social work ideology are shown to be closely related in principle, but the application of the ideology is questioned. A case is made for a “feminist world view” in social work to facilitate evaluation of the essence of content across curriculum, practice, programs, and policy making.

scholarly journals The Structure and Evaluation of Planning Arguments

2010 ◽  
Vol 30 (4) ◽  
Author(s):  
Thorbjoern Mann
Keyword(s):  
Information Technology ◽  
Conceptual Framework ◽  
Policy Making ◽  
Planning Process ◽  
Technology Support ◽  
Planning Policy ◽  
Information Technology Support ◽  
Design Planning

Arguments commonly used in discussions about design, planning, policy-making issues have not been adequately analyzed in the literature. The structure of such ‘planning arguments’ is discussed. Based on the conceptual framework of the ‘argumentative model of planning’ proposed by H. Rittel, an approach for their systematic and transparent evaluation by discourse participants is presented. Procedural implications for its application in the planning process are discussed, and the potential for information technology support for such processes explored.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

A Conceptual Framework of Arctic Economies for Policy‐making, Research, and Practice

Global Policy ◽  
2019 ◽  
Vol 10 (4) ◽  
pp. 686-696 ◽  
Author(s):  
Sanne Vammen Larsen ◽  
Eleanor K. Bors ◽  
Lára Jóhannsdóttir ◽  
Elena Gladun ◽  
Daria Gritsenko ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Policy Making ◽  
Research And Practice

K-12 Mathematics Education in Israel

10.1142/10741 ◽  
2017 ◽  
Author(s):  
Nitsa Movshovitz-Hadar
Keyword(s):  
Mathematics Education ◽  
K 12

Use of Geo-Information in Environmental Policy

2014 ◽  
Vol 5 (1) ◽  
pp. 38-58
Author(s):  
Wies Vullings ◽  
Jandirk Bulens ◽  
Dennis Walvoort
Keyword(s):  
Environmental Policy ◽  
Conceptual Framework ◽  
Spatial Data ◽  
Policy Making ◽  
Daily Practice ◽  
Spatial Thinking ◽  
Full Potential ◽  
Policy Makers ◽  
Data Infrastructure

To date, use of the full potential of geo-information is not often applied in the daily practice of policy makers. The main questions explored by this research are: Why is geo-information not widely used in policy and how can this be improved? A conceptual framework was developed to evaluate the use of geo-information. For five cases, the use of geo-information was evaluated by means of this framework. The results of the evaluation, as well as the usefulness of the framework, are discussed. Recommendations on spatial thinking and practice, availability and quality of a spatial data infrastructure and implementation of new geo-applications in policy-making are also made.

Research on Mathematics Education (K–12) Reported in 1973

1974 ◽  
Vol 5 (4) ◽  
pp. 238-272
Author(s):  
Marilyn N. Suydam ◽  
J. F. Weaver
Keyword(s):  
Mathematics Education ◽  
K 12

Research reported during the 1973 calendar year is listed, accompanied by brief annotations of findings.

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