Bachelor of Education Honours in Mathematics Education

Purpose

The purpose of the qualification is to empower teachers with the skills and methodologies to conduct classroom based research in Mathematics education. This qualification will also enable teachers to critically interrogate, reflect on and improve their Mathematics classroom practices. The qualification will provide a research approach to Mathematics teaching and learning based on classroom practices. The qualification focuses specifically on improving mathematics classrooms practices using empirical data and research based evidence.

As a result, the quality of Mathematics teaching and learning in the country will improve which will ultimately make a contribution to the global literature in the discipline of Mathematics Education.

Rationale

Many leading industrialised nations, including those of the Pacific Rim, where learners perform particularly well, understand the effect of Mathematics education on the economy. It is also reported that many jobs require candidates to have a mathematical background and this requirement has increased significantly over the last 20 years and it will continue to do so, probably at an even faster rate. Consequently, the employment prospects of today's learners are highly dependent on their level of mathematical knowledge. This includes from those requiring basic and financial numeracy to those using high level Mathematics. Unless major changes are made to our Mathematics education we are risking our future economic prosperity. This qualification provides an opportunity to develop competent Mathematics Education teachers so which should enhance the mathematical competencies of learners.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part through the recognition of relevant prior learning and experience as per the University's RPL policy. Appropriate assessment tasks and tools are designed to assess the individual candidates against the outcomes on a case by case basis, and detailed records are maintained.

RPL may be used to grant access to learners who do not meet the minimum entry requirements.

Entry Requirements

The minimum admission requirements for the Bachelor of Education Honours in Mathematics Education Degree, is

• A Bachelor of Education, Level 4 in Senior Phase and/or Further Education and Training (FET) Phase Teaching.

Or

• An general Bachelor's Degree, Level 7 and a recognised Professional Teaching qualification (in Senior phase and/or FET phase teaching) in Mathematics Education.

The qualification comprises compulsory modules at NQF Level 8, totalling 128 Credits.

Compulsory Modules

• Research Project in Mathematics Education, 32.
• Research Approaches in Mathematics Science and Technology Education, 24.
• Teaching, Learning and Assessment in Mathematics, 24.
• Philosophy and Nature of Mathematics Education, 24.
• Contemporary Issues in Mathematics Education, 24.

1. Display and apply knowledge of Mathematics Education in practice.
2. Conduct independent research in Mathematics education and report findings in academically appropriate ways.
3. Develop essential knowledge, skills and attitude for assessing learner achievement.

Associated Assessment Criteria for Exit Level Outcome 1

• Concepts, theories and approaches in Mathematics Education are analysed and synthesised to inform and deepen knowledge of teaching and learning processes (materials, curriculum, interactions, and assessment).
• Individually or collaboratively knowledge and theory are applied, in designing and implementing professional practices (e.g. teaching, learning and assessment).

Associated Assessment Criteria for Criteria for Exit Level Outcome 2

• Analyse, evaluate and apply knowledge of research in Mathematics Education with the view to conducting research that transforms classroom practice.
• Relevant and current literature from a variety of sources on a selected topic in Mathematics education are analysed and evaluated.
• Different research paradigms and methodologies are understood to enable the selection of tools and research designs that are appropriate for classroom-based research.
• Knowledge of Mathematics Education and related research processes that impact on mathematics classroom practices are understood and analysed.
• A research proposal on classroom practice is designed.
• A research report in Mathematics Education is written.
• Findings are communicated through an oral presentation and written report.

Associated Assessment Criteria for Criteria for Exit Level Outcome 3

• Formulate clear and concise learning goals for learners.
• Develop assessment instruments to measure the level of competence of learners.
• Evaluate learners' performance using the assessment instrument.
• Develop new approaches to teaching, learning and assessment of the subject to improve knowledge acquisition.

Integrated Assessment

Learning and assessment are integrated to assess the Exit Level Outcomes within the qualification and to ensure a well-structured cohesive qualification. Assessments are based on formative assessments which are in place to ensure continuous learning and feedback is provided to the candidates.

Summative assessments are used to make a judgment about the learning at the Exit Level Outcomes. Such assessments assess the candidate's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification.