Bachelor of Education Honours in Mathematics Education

Purpose

The purpose of the Bachelor of Education Honours in Mathematics Education is to introduce and develop research-based knowledge and skills that can be applied for improvement of teaching and learning by practicing mathematics educators with an undergraduate degree that specialises in teaching and learning mathematics. The qualification will provide an opportunity for learners who want to develop their capability in research.

Upon completion of this qualification, qualifying learners will be able to

• Compile and demonstrate an understanding of specialist knowledge, engage with and critique current literature on practices in Mathematics Education.
• Use a wide range of specialised skills in identifying, conceptualising, designing, and implementing methods of enquiry to address complex and challenging problems within the field of specialisation and an understanding of the consequences of any solutions or insights generated within a specialised context.
• Design and implement strategies for the processing and management of information, to conduct a comprehensive review of current research in the area of specialisation to produce significant insights that can be applied to teaching and learning settings.
• Develop original or own learning strategies which sustain independent learning, academic and professional development, and interact effectively within the learning or professional group as a means of enhancing advanced knowledge and learning skills.

The qualification will provide learners with the knowledge and skills in literature and methodological techniques in mathematics education. It will serve to consolidate and deepen learners' knowledge in the field of mathematics education and to develop research capacity in its methodology and techniques, which will benefit high learners in mathematics through better teaching and learning approaches, as well as mathematics teachers with deeper knowledge and skills on teaching and learning in the subject. The qualification will empower learners with the much-needed capacity to investigate and put into practice factors that can influence the teaching and learning process and outcomes of mathematics in schools.

Rationale

South Africa, the African region and the world at large need postgraduate qualifications in science, technology and mathematics education that are well structured to provide high-quality professional learning pathways for qualified educators with an initial teacher education qualification, who wish to become experts and specialists in mathematics education through the study of theoretical and research-based knowledge and skills. The qualification will add value in promoting quality professional and academic development of initial postgraduates in mathematics education for the country, region and beyond.

The qualification has been developed to be in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 34467, 15 July 2011) and the South African Standards for Principalship (18 March 2016).

The qualification targets practicing teachers who are teaching Mathematics and will thus benefit the basic education sector by improving the teaching and learning of Mathematics at the Senior and Further Education and Training (FET) phases. In the most recent period in South Africa, Mathematics was regarded as a critical skill which attracted foreign educators in most secondary schools as a scarce teaching skill in the sector.

Qualifying learners may enrol into the Master's qualification in Mathematics Education, where they will contribute to the research capacity in higher education and respond to societal needs in the field of education in general, and particularly in mathematics education.

The curriculum of the programme encompasses modules on mathematics education and research methods, and the research project is designed for in-depth study of a theory which can be infused to enrich the study and application of research in education from mathematics education theoretical perspectives.

Qualifying learners will be able to critique and analyse a diverse range of mathematics education concepts in examining a variety of cognitive and theoretical underpinnings and factors that can influence the provision and outcomes of the teaching and learning of mathematics.

Nationally, all educators, including those teaching mathematics and who will qualify with this qualification will register to be members of the professional regulatory body for education, the South African Council of Educators (SACE). As they grow in the discipline, there are opportunities for qualifying learners to voluntarily register with such professional bodies as the Association for Mathematics Education of South Africa, the National Council of Teachers of Mathematics, and Associations of Mathematics Teachers.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education, NQF Level 7.

Or

• Bachelor of Science in Physics and Mathematics, NQF Level 7.

Or

• Advanced Diploma in Mathematics Education, NQF Level 7.

Or

• A relevant qualification in the related field, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8,120 Credits

• Contemporary Issues in Mathematics Education, 16 Credits.
• Plane, curves, parametric equations, and polar coordinates, 16 Credits.
• History, Philosophy and Nature of Mathematics and Mathematics Education, 16 Credits.
• Curriculum Design and Development, 18 Credits.
• Teaching, Learning and Assessment Strategies, 18 Credits.
• Introduction to Educational Research, 12 Credits.
• Educational Research, 12 Credits.
• Research Project, 12 Credits.

1. Demonstrate an understanding of specialist knowledge, engage with and critique current literature on practices in Mathematics Education.
2. Apply a wide range of specialised skills in identifying, designing, and implementing methods of enquiry to address complex and challenging problems within the field.
3. Implement strategies for the processing and management of information, to conduct a comprehensive review of current research in specialisation to produce significant insights that can be applied to teaching and learning settings.
4. Apply and develop original or own learning strategies which sustain independent learning, academic and professional development, and interact effectively within the learning or professional group as a means of enhancing advanced knowledge and learning skills.

Associated Assessment Criteria for Exit Level Outcome 1

• Investigate, identify, understand, and explain relevant and appropriate terms, concepts, theories, and principles that inform, give background, and relate to a broad area of mathematics education.
• Distinguish and demarcate the scope of knowledge in mathematics education, integrate and apply such knowledge to educational contexts.
• Communicate knowledge of current theoretical arguments, developments, views, and literature in the discipline of mathematics education.

Associated Assessment Criteria for Exit Level Outcome 2

• Understand and critically analyse theoretical arguments in mathematics education and contextualise the analysis to practical education and school settings.
• Gather specialised knowledge in mathematics education as interventions to different educational settings such as teaching and learning-related challenges that learners face in an ordinary school to cater for diverse learning needs.
• Justify arguments using specialised knowledge in mathematics education and raise arguments that provide solutions or interventions to education stakeholders on how to create an accommodating and conducive school environment leading to the acquisition of mathematical literacy.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify a relevant research problem and topic through a literature search in relevant and varied sources in mathematics education that are useful in initiating research skills.
• Search, process, and organise, information using current literature and research into meaningful units in mathematics education and come up with insightful suggestions to improve understanding by school-based education stakeholders in understanding practices that influence learning outcomes in school settings.
• Organise researched knowledge and information from a variety of sources to build a logical oral and written argument that can be applied in mathematics education.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify a suitable and researchable research problem, design research objectives, questions, relevant and logical literature review, research process.
• Analyse information from varied sources such as journals, e-books, and statistical data.
• Present a logical argument from gathered data and compile a logical research argument into a mini dissertation in mathematics education based on an outlined format.

INTEGRATED ASSESSMENT

The university has policies and procedures which guide internal and external assessment procedures moderation. The assessment policy emphasizes the design of assessment to promote learning. Furthermore, assessment is recognised as an integral part of teaching and learning, which should be designed in such a way that it improves the quality of teaching and learning, while also giving judgements on learners' achievements.

Formative assessment

Formative assessments provide feedback on the teaching and learning while summative assessment enables judgement on whether a learner has passed a module or not. The internal assessment offered through tests, assignments and presentations is used as a formative strategy to inform lecturers and learners about understanding and achievement of teaching objectives, thereby helping to identify areas which need improvement.

Summative assessment

Summative assessment will involve assessment opportunities that take place at the end of a learning experience. Information will be gathered about a student's level of competence upon completion of a unit, module, or qualification. Results may be expressed in marks in terms of the level of competence achieved, regarding level descriptors, specific outcomes, and assessment standards. This type of assessment is used for promotional purposes and does take the form of (including, but not limited to):

• Examinations.
• Portfolios.
• Presentations.
• Tests.
• Research Report.

Awarding of marks per module will follow the institution policy where 60% of the final mark is for formatively assessed course work and 40% for final summative assessment.