Advanced Diploma in Intermediate Phase Mathematics Education

Purpose

The Advanced Diploma in Intermediate Phase Mathematics Education is used as a Continuous Professional Development qualification to further strengthen and enhance Intermediate Phase mathematics education, or practice to support teaching and learning in a school or in education. The qualification offers intellectual enrichment or intensive, focused and applied specialisation, which meets the requirements of mathematics teaching in the Intermediate Phase. This qualification will provide a graduate with a deep and systemic understanding of current thinking, practice, theory and methodology in Intermediate Phase mathematics education.

Rationale

It is required from teachers to continuously develop their careers and enhance their teaching practice in order to provide quality education to learners they are responsible for. This qualification responds to the need for teachers to deepen their mathematics subject knowledge; or to teach mathematics in the intermediate phase.

Numerous studies done by the Centre for Development and Enterprise(CDE) on the quality of South African teachers and specifically the quality of South African mathematics teachers calls for teacher education qualifications with an explicit focus on subject content knowledge (CDE: 2010, 2013, 2015). Findings from the latest CDE report (2015) also indicate a shortage of mathematics teachers in the Intermediate Phase. This qualification responds to this need to provide quality mathematics teachers for the Intermediate phase.

The development and implementation of a qualification with a specific vocational nature that adheres to market-related requirements and is presented by means of the contact mode of delivery.

Recognition of Prior Learning (RPL)

The institution endorses the view that Recognition of Prior Learning, gained either through formal qualifications, or informally (through experience), is an essential element when deciding on admission to and granting of credits for a particular chosen teacher qualifications of the institution. Recognition of Prior Learning deals with the proven knowledge and learning an applicant has gained, either by undergoing formal training programmes or through experience. Recognition of Prior Learning will thus be granted based on the applied competencies the applicant has demonstrated.

Entry Requirements

The minimum entry requirement for this qualification is

• A four-year Bachelor of Education degree, NQF Level 7.

Or

• A general first Degree or Diploma and a Postgraduate Certificate in Education.

Or

• A former Higher Diploma in Education (Postgraduate).

Or

• A former Advanced Certificate in Education (Level 6 on the former 8-Level NQF).

Or

• A former Further Diploma in Education which follows a former professional teaching qualification.

Or

• A former four-year Higher Diploma in Education.

Or

• Any professional teacher qualification at NQF Level 7.

Or

• An Advanced Certificate, NQF Level 6 and a former Diploma in Education (including a National Professional Diploma in Education).

This qualification consists of the following compulsory modules at National Qualifications Framework (NQF) Levels 5 and 7 totalling 132 Credits.

Compulsory Module, Level 5: 12 Credits

• Technology and Computer Literacy for Educators, 12 Credits.

Compulsory Modules, Level 7:120 Credits

• Communication in Mathematics, 16 Credits.
• Data Handling and Probability, 16 Credits.
• Geometry, Measurement and Information and Communications Technology (ICT) in Mathematics Education I, 16 Credits.
• Geometry, Measurement and ICT in Mathematics Education II, 16 Credits.
• Learning in Mathematics, 16 Credits.
• Number Patterns and Problem Solving, 16 Credits.
• Number Systems, Number Sense and Assessment, 16 Credits.
• Introduction to Educational Research, 8 Credits.

1. Evaluate and apply fundamental mathematical principles and theories related to the Intermediate Phase within the field of Mathematics education, and an understanding of how that knowledge relates to other disciplines.
2. Select, evaluate and apply a range of different but appropriate procedures, rules, theories and scientific methods of enquiry to do focused research and resolve problems that will effect change within practice.
3. Identify, analyse, critically reflect on and address complex mathematical problems within the Intermediate Phase and apply evidence-based solutions with theory-driven arguments in a real-life context.
4. Reflect on all values and ethical conduct appropriate to the practice of mathematics teaching and learning in the Intermediate Phase with understanding of, and respect for copyright and plagiarism.
5. Display relevant professional skills and competences, such as critical problem solving, sound judgment and decision making.
6. Show an understanding of the contribution of Information and Communication Technologies (ICT) toward effective mathematics education.
7. Demonstrate accurate and coherent written and verbal communication of mathematics as a language.
8. Manage a team, group or process in a problem-solving context, monitor the progress of the team, group or process, and take responsibility for task outcomes and application of appropriate resources where appropriate.
9. Take full responsibility for own learning needs, monitoring of own learning progress, reflection on own learning, application of relevant learning strategies and management of misconceptions and resources to promote self-directed learning.

Associated Assessment Criteria for Exit Level Outcome 1

• Evaluate and apply fundamental mathematical principles and theories within Intermediate Phase Mathematics education.
• Integrate knowledge of fundamental mathematical principles and theories within Intermediate Phase Mathematics education with other disciplines.

Associated Assessment Criteria for Exit Level Outcome 2

• Discuss the principles and elements of education research.
• Show knowledge of education research processes to existing or fictitious research themes, issues or topics in the field of education.

Associated Assessment Criteria for Exit Level Outcome 3

• Explain the development of appropriate learning strategies, thinking and problem-solving skills through mathematics teaching within the Intermediate Phase.

Associated Assessment Criteria for Exit Level Outcome 4

• Display understanding of intellectual property.
• Reflect on all values and respect copyright and plagiarism.
• Describe the important role that the educator plays in ensuring that computers are used in an ethical way, which are conducive to teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 5

• Critically discuss and illustrate effective methods and techniques for the solving of complex mathematical problems within the Intermediate Phase.
• Apply evidence-based solutions with theory-driven arguments in a real-life context.

Associated Assessment Criteria for Exit Level Outcome 6

• Describe the contribution and use of Information and Communications Technology (ICT) toward effective mathematics education.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain how the structure of the English language can improve/impede mathematical understanding.
• Use mathematical terminology, mathematical symbols and mathematical notation accurately and clearly communicate mathematical information.

Associated Assessment Criteria for Exit Level Outcome 8

• Manage a team, group or process in a problem-solving context.
• Monitor the progress of the team, group or process.
• Take responsibility for task outcomes and application of appropriate resources where appropriate.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify, illustrate and critically discuss the essential features of self-directed learning in mathematics learning.
• Select and apply effective strategies to develop reflective and metacognitive skills within learners.
• Identify misconceptions and apply corrective measures.
• Manage resources to promote self-directed learning.

Integrated Assessment

The assessment practices within the Advanced Diploma in Intermediate Phase Mathematics Education will be open, transparent, fair, valid, and reliable and will ensure that no learner is disadvantaged in any way whatsoever. Learning, teaching and assessment are inextricably interwoven and the assessment of knowledge, skills, attitudes and values are well integrated.

Both formal and informal formative (continuous assessment) will serve as a monitoring instrument to enable learners to determine their learning progress and to enable lecturers to determine the effectiveness of their teaching. Adjustments will thus be made in time to make the teaching and learning process more effective. Feedback from informal formative assessment opportunities will be utilised by the lecturer for improvement of learner learning and facilitator guidance.

Open Distance Learning learners have at least one comprehensive assignment per module that covers a variety of outcomes.

Summative Assessment, in the form of a final examination, is used for calculating the module mark. The institution can decide on the weight of Summative Assessment in relation to Formative Assessment.

In instances where Summative Assessment is based on a practical assignment, report or portfolio, a final examination will not be required and the allocated and moderated mark will be the learner's final (total) mark for the module. At least one opportunity for Integrated Assessment, assessing the main objective and key purpose of the qualification, will be included in the assessment activities of each module in the qualification.