Advanced Diploma in Education in Senior Phase Mathematics Teaching

Purpose

The qualification will provide the graduate with a deep and systematic understanding of current thinking, practice, theory and methodology in SP Mathematics Teaching in a complex and rapidly changing South African educational environment.

Upon qualifying teachers will be able to

• Demonstrate a thorough understanding and be competent in the teaching and learning of Mathematics by applying the subject content knowledge base; educational theory and methodology.
• Develop focused knowledge and skills in the teaching of Senior Phase Mathematics.
• Show initiative and responsibility in an academic and professional teaching environment.
• Show intellectual independence and develop some level of research competence in the field of education and more specifically, teaching and learning.
• Show an understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.

Rationale

The Policy on the Minimum Standards for Teacher Education Qualifications (MRTEQC) was promulgated by the government to ensure that teachers are equipped with the necessary competencies. This policy also describes the knowledge mix appropriate for teacher qualifications; sets the minimum and maximum credit values for learning programmes leading to qualifications in terms of the knowledge mix and different levels and defines a minimum set of agreed-upon competences for Continuing Professional Development (CPD) Programmes.

The Advanced Diploma in Education in Senior Phase (SP) Mathematics Teaching is as a Continuous Professional Development (CPD) qualification to further strengthen and enhance an existing specialisation in Senior Phase Mathematics Teaching and to enable teachers to develop a new role or practice to support SP Mathematics teaching and learning.

The Advanced Diploma in Education in Senior Phase Mathematics Teaching also aims to develop teachers who are adaptable and reflexive so that they can function optimally in a complex educational context. The qualification envisions teachers who can think critically and who possesses the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts. Mathematics Teachers in the Senior (SP) also need to further develop their specific professional attributes and skills for the teaching profession. It would thus not include only practical knowledge, but also include deep-theoretical knowledge of the application of a constructivists approach in the classroom to enhance the quality of their contribution in these contexts.

The architecture and purpose of the qualification does not only take the core purpose of MRTEQC as a point of departure, but is also based on the premise that teachers need to be afforded the opportunity to strengthen their pedagogical content knowledge (PCK). According to research there are three knowledge domains which form the basis of effective mathematics teaching, these are mathematics content, mathematics pedagogy and student thinking. Previously mathematics content was taught separately to the mathematics pedagogy and many teachers struggled to make the connections between the content and the pedagogy. Thus an approach is needed that treats these knowledge domains as intertwined and such an approach is referred to as the practice-based approach whereby the knowledge domains are tied to the work place or site of teaching.

Recognition of Prior Learning (RPL)

The RPL Policy of the institution will be applied for credit bearing purposes, as well as admission purposes. Advanced standing will also be determined with the help of the RPL Policy in line with the institutional guidelines and policies. RPL may be awarded, based on appropriate assessment of evidence of competence to the qualification and module outcomes.

Entry Requirements

• A Bachelor of Education Degree.

Or

• A Bachelor's Degree or Diploma, and a Postgraduate Certificate in Education (or equivalent).

Or

• A Higher Diploma in Education.

Or

• A Further Diploma in Education.

Or

• An Advanced Certificate in Education.

Or

• A three-year College of Education Diploma.

This qualification comprises compulsory modules at Level 7, totalling 120 Credits.

• General Pedagogy, 6 Credits.
• Educational Perspectives, 6 Credits.
• Curriculum Leadership and Management, 6 Credits.
• Work integrated learning, 12 Credits.
• Numbers, Operations and Relations, 22 Credits.
• Patterns, Functions and Algebra, 22 Credits.
• Space and Shape (Geometry), 22 Credits.
• Measurement, 10 Credits.
• Data Handling, 14 Credits.

1. Demonstrate integrated knowledge of learning and instructional theories and psychology in the educational context.
2. Understand the role of instructional leadership in managing and leading the subject and learning area of Mathematics at school and classroom level.
3. Demonstrate integrated knowledge of the fundamentals and skills of Mathematics.

Associated Assessment Criteria for Exit level outcome 1

• Identify, describe, evaluate, explain, analyse and apply appropriate instructional theories and psychological principles.
• Use evidence based solutions to solve problems of learning and teaching.
• Facilitate collaborative learning processes and theory driven arguments, with the necessary specialised knowledge and critical social cognition needed for significant leadership in a complex and rapid changing society as the South African teaching environment.
• Take full responsibility for own work, decision-making and use of resources and understand when to take limited accountability for the decisions and actions of others.

Associated Assessment Criteria for Exit level outcome 2

• Understand the key features of the curriculum and explain how these impact on planning, teaching and assessment practices.
• Explain how school structures, systems and procedures impact on curriculum delivery.
• Provide leadership in the implementation of the curriculum development and provide guidance on the development of learning programmes, teaching, learning and assessment methods.
• Manage and use teaching and learning resources creatively through innovation.
• Monitor and evaluate learner achievement and policy development.
• Understand educational policies and identify, describe, evaluate, explain, analyse and apply appropriate educational perspectives.

Associated Assessment Criteria for Exit level outcome 3

• Apply the theory of learning and demonstrate how to teach the above Mathematics content in a way that engages learners in understanding, reasoning, and problem solving.
• Use strategies/activities that promote understanding and reasoning, small-group learning, teacher questioning, and classroom discussions and activities that help learners to construct their own understanding of this content.
• Listen to learners and ask probing questions instead of leading questions.

Integrated Assessment

The assessment is integrated in the qualification and is aligned with the Assessment Policy. Assessment may take place through a system of formative and summative assessments.

Formative assessments will be made up of tests/assignments/projects/case studies, etc.

Summative assessments will be formal examinations written in November, affording teachers a first and second opportunity.

In modules where a formal examination is required, a class mark is allocated during the year (for year modules). A minimum class mark is required for admission to the examination. A teacher's class attendance, class work and practical work (formal assessments where appropriate) are taken into account to calculate a class mark. A teacher's overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 50%:50% (class mark: examination mark) for year modules. A final mark of 50% is required to pass a module.

Work-Integrated learning (WIL) is integrated in the modules and includes opportunities for learning from practice. It is expected that the teachers will be able to carry out activities in their classrooms and reflect critically on their own practice. Practical assessment activities, assignments and a reflective journal forms part of all the modules with the aim to develop the learners' sense of agency as teachers.