The Use of Policy Analysis Frameworks in Mathematics Education Research
Policy Analysis Frameworks in Mathematics Education Research
Abstract
Policy analysis in mathematics education helps to comprehend curriculum reform, assessment instruments, teachers' development, and equity within classrooms. However, the application of policy analysis frameworks within mathematics education studies is a not-well-explored area, especially in African settings. This study systematically synthesise available literature on the application of policy analysis frameworks within mathematics education studies, focusing on Ghanaian policies and open-access international publications. Adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, a search across Google Scholar, ERIC, and EBSCOhost generated 648 publications of which 18 met inclusion criteria. The review established seven studies employing the case study framework, six utilising systemic pattern analysis, and three and two applying chronological mapping and international horizon scanning, respectively. The results show the sparing yet increasing application of the above frameworks within mathematics education studies, emphasizing the need for improved application of policy frameworks in Ghana and its equivalents to consolidate evidence-informed decision-making and propel equity within mathematics education.
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