Advanced Diploma in Education in Intermediate Phase Mathematics Teaching

Purpose

The primary purpose of this qualification is to provide a learning pathway enabling teachers who have completed a Bachelor of Education (BEd) Degree or an appropriate first Degree capped by an appropriate Postgraduate Certificate in Education (PGCE), or a Pre-2009 Higher Diploma in Education, which will have focused on developing their subject content knowledge, to deepen their understanding of how to teach school mathematics more effectively. The qualification will therefore seek to:

• Provide students with a deeper understanding of technical and pedagogical content knowledge for the effective teaching of school mathematics in diverse contexts.
• Apply theories and action research in Mathematics Education relevant to school mathematics.
• Expose students to strategies that will enable students to teach mathematics in a variety of ways.
• Demonstrate competence to teach mathematics through problem solving.
• Develop the ability to integrate the various strands of mathematics into a coherent, deep conceptual understanding of mathematics as a discipline and its role in society.
• Broaden teaching and learning horizons by using appropriate technology/Information and communications technology (ICT) effectively.

This qualification seeks to

• Transcend the standard or traditional way of teaching mathematics in a move towards more learning-and learner-centred teaching methods.
• Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge in the field of mathematics education.
• Foster self-reflexivity and subject reflexivity to gain a deeper understanding of the teaching of mathematics and the role of research in improving the teaching of mathematics.
• Nurture commitment to the ideals of developing mathematically proficient learners who can solve problems independently and collaboratively.
• Promote and develop the dispositions and competences to integrate subject knowledge in the various strands of school mathematics.
• Promote and develop the dispositions and competences to make appropriate use of appropriate technology to enhance learner engagement in the mathematics classroom.

It is envisaged that learners who achieve the Exit Level Outcomes will become innovative in the field of mathematics education.

Rationale

Intermediate Phase teachers in South Africa are trained as generalists. Their basic training did not provide an in-depth study of mathematical knowledge and pedagogical content knowledge which is imperative for quality teaching. The Advanced Diploma in Education (ADE) is specifically designed to educate (Intermediate Phase) mathematics teachers to become more proficient in the teaching of mathematics. The ADE (IP Mathematics) offers an intensive, focused and applied specialisation which meets the requirements of a specific niche in the labour market.

This qualification will benefit the lead teachers, subject specialists and teachers who have insufficient training in mathematics education. It is particularly suitable for continuing professional development through the inculcation of a deep and systematic understanding of current thinking, practice, theory and methodology in an area of Mathematics Education. This qualification is also designed to prepare learners for postgraduate study through the deepening of their knowledge and understanding of theories, methodologies and practices in specific academic disciplines and fields, as well as the development of their ability to formulate, undertake and resolve more complex theoretical and practice-related problems and tasks through the selection and use of appropriate methods and techniques.

Learners in the Intermediate Phase in the mathematics classrooms will be at the receiving end of what this qualification has to offer. There a need to make a difference in the education of youth in South Africa through Mathematics teaching.

The economy is a long term beneficiary: Primary school learners, proficient in Mathematics have a better opportunity to become expert learners in Secondary School and could result in students at Tertiary level who could find a niche in the market where mathematics is required.

As this qualification has a strong underpinning in problem solving, we envisage graduates of this qualification to become leaders in the field of Primary Mathematics, providing learners with conceptual understanding, who are able to use reasoning skills not only to solve mathematical problems, but real life problems where deductive reasoning is required to solve problems.

Recognition of Prior Learning (RPL)

Serving teachers with incomplete teacher qualifications or with Certificates and Diplomas in teaching gained in the past may apply for advanced standing in the Advanced Diploma (AdvDip) programme in line with University of South Africa (UNISA)'s RPL policy stipulation. Each application will be assessed on its individual merits.

The candidates for this qualification will be identified by the National and/or Provincial Education officials, using admission requirements and selection criteria as guidelines for admission to this qualification.

The institutions may recognise other forms of prior learning as equivalent to the prescribed minimum admission requirements, and may recognise other forms of prior learning for entry to or granting advanced standing in given programmes. In all cases, the admitting institution must be satisfied that the applicant has the necessary competence.

Each application for RPL at UNISA receives individual attention. The RPL policy at UNISA, gives clear indications with regards to the requirements that must be satisfied for admission.

Entry Requirements

• A four-year Bachelor of Education Degree, or a general first Degree or Diploma, plus a Postgraduate Certificate in Education.
• A Higher Diploma in Education (Postgraduate) may be presented for admission.
• Advanced Certificate in Education or Further Diploma in Education which follows a former professional teaching qualification.
• An Advanced Certificate (Level 6) which followed a Diploma in Education (including a National Professional Diploma in Education).

This qualification consists of five compulsory module at Level 7 totalling 120 Credits.

• Mathematics in Society, 24 Credits.
• Advanced Education in Numbers, Operations and Relations in Intermediate Phase, 24 Credits.
• Advanced Education in Functions and Basic Algebra in Intermediate Phase, 24 Credits.
• Advanced Education in Measurement, Space and Shape in Intermediate Phase, 24 Credits.
• Advanced Education in Data Handling and Probability in Intermediate Phase, 24 Credits.

1. Transcend the standard or traditional way of teaching mathematics in a move towards more learning-and learner-centered teaching methods.
2. Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge in the field of mathematics education.
3. Foster self-reflexivity and subject reflexivity to gain a deeper understanding of the teaching of mathematics and the role of research in improving the teaching of mathematics.
4. Nurture commitment to the ideals of developing mathematically proficient learners who can solve problems independently and collaboratively.
5. Promote and develop the dispositions and competences to integrate subject knowledge in the various strands of school mathematics.
6. Promote and develop the dispositions and competences to make appropriate use of appropriate technology to enhance learner engagement in the mathematics classroom.

Associated Assessment Criteria for Exit Level Outcome 1

• Select, sequence and pace learning in a manner appropriate to effective Mathematics teaching, diverse learning needs and diverse contexts of practice.
• Select and use a range of teaching, learning and assessment strategies appropriate to effective Mathematics teaching, diverse learning needs and diverse contexts of practice.
• Teach mathematical concepts in ways that promote learner engagement, the development of deep conceptual understanding and the ability to transfer learning to authentic contexts.

Associated Assessment Criteria for Exit Level Outcome 2

• Adapt general educational principles and theories to the facilitation of the effective learning of Mathematics for diverse learners in diverse contexts.
• Integrate/apply Mathematical skills and understandings in other subjects or contexts.
• Be able to justify practice by reference to appropriate theory.

Associated Assessment Criteria for Exit Level Outcome 3

• Reflect on and critically evaluate own teaching, learning and assessment practice.
• Research teaching, learning and assessment problems and feed findings back into improved practice.

Associated Assessment Criteria for Exit Level Outcome 4

• Critically analyse own and others' lesson plans, learning programs and assessment tasks.
• Identify and critically evaluate what counts as undisputed knowledge, necessary skills and important values.
• Adopt a range of mediation styles that require both individual and group-based learner engagement.
• Demonstrate in practice a commitment to a problem-solving approach to the teaching of Mathematics.

Associated Assessment Criteria for Exit Level Outcome 5

• Make educational judgements on issues arising from real practice and/or from authentic case studies/examples of real world issues.
• Justify choices with reference to the theoretical underpinnings of general pedagogy as well as those related specifically to the teaching of Mathematics.
• Make appropriate links between Mathematics learning, the world of work, the environment and human rights issues.

Associated Assessment Criteria for Exit Level Outcome 6

• Select and use appropriate technologies in appropriate ways to meet different learning and teaching needs in diverse contexts of practice.

Integrated Assessment

The four mathematical concept themed modules will be assessed by a combination of Formative and Summative Assessment with an emphasis on applied competence - that is the ability to make and justify informed choices in practice and to modify practice where necessary. Assignments in each of the four modules will also introduce elements of action research approaches.

Assignments will build cumulatively towards the assessment in the 5th module exploring the role of Mathematics in Society. This module will require completion of an action research project integrating learning from across the programme.