Bachelor of Science Honours in Mathematics

Purpose

The primary purpose of the Bachelor of Science Honours in Mathematics is to develop the intellectual, practical and analytical skills of the learner. The qualification will enable the learner to read, analyse, formulate, interpret, understand, communicate and apply Mathematics independently.

This qualification is a specialisation in the field of Mathematics which aims to prepare the learners for research-based Postgraduate study. The qualification serves to consolidate and deepen the learner's expertise in Mathematics and to develop their research capacity in the methodology and techniques of Mathematics. This qualification demands theoretical engagement and intellectual independence.

Rationale

Mathematics can be a vehicle for providing answers to many of the fundamental questions of nature. It can enable learners to gain a better understanding of the world around them.

Because of the Fourth Industrial Revolution (4IR), which is upon us, South Africa will need to have a highly-skilled workforce, particularly in the area of Science, Technology, Engineering and Mathematics (STEM). The Bachelor of Science Honours in Mathematics is central in this regard.

A learner with the Bachelor of Science Honours in Mathematics qualification may work at a research institute or a learning institution exploring and teaching others theoretical mathematical knowledge. The qualification also opens doors to a wide range of professional fields including the finance sector, Software Development, Cryptography and Internet Security, Data Science, etc.

Upon completion of the Bachelor of Science Honours in Mathematics qualification, learner may proceed to a Master in Mathematics or Applied Mathematics.

Recognition of Prior Learning (RPL)

Access to the qualification can also be provided in terms of the institution's RPL policy and its admission criteria stipulated by Senate.

Recognition of Prior Learning (RPL) is done in accordance with the institution's RPL Policy. In cases of learners not complying with the formal entry requirements, RPL will be determined in accordance with the policy and guideline of the University concerning the recognition of other forms of formal, informal and non-formal learning and experience. Recognition Prior Learning will be applied only where prior learning corresponds to the required National Qualifications Framework (NQF) level, and in terms of applied competencies relevant to the content and outcomes of the Bachelor of Science Honours in Mathematics qualification. Evidence of prior learning will be assessed through the formal RPL processes.

Entry Requirements

• Bachelor of Science in Mathematics, NQF Level 7.

This qualification consists of compulsory and elective modules at National Qualifications Framework Level 8 totalling 126 Credits.

Compulsory Module, Level 8, 30 Credits

• Research Project, 30 Credits.

Elective Modules, Level 8, 96 Credits (Select four)

• Mat41m1 - Algebra, 24 Credits.
• Mat41m2 - Classical1, Analysis, 24 Credits.
• Mat41m3 - Functional Analysis, 24 Credits.
• Mat41m8 - Differential Equations, 24 Credits.
• Mat41m4 - General Topology, 24 Credits.
• Mat41m5 - Group Theory, 24 Credits.
• Mat41m6 - Measure Theory, 24 Credits.
• Mat41m7 - Ring Theory, 24 Credits.

1. Identify, analyse, formulate and solve convergent and divergent problems and issues related to the natural environment.
2. Work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks within the field of environmental management.
3. Manage and organise activities and life responsibly and effectively, including her or his studies within the open and distance learning context.
4. Collect, analyse, organise and critically evaluate information.
5. Communicate effectively using visual, mathematical and language skills in the modes of oral and for written presentation, often in pieces of sustained discourse.
6. Use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global context.
7. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those locally and the broader community.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify, analyse and solve complex and advanced abstract problems by drawing on their own experience and theoretical knowledge and the experiential base of a single discipline or across interdisciplinary lines in the humanities.
• Use knowledge and experience to offer informed suggestions, or to generate alternative strategies, for dealing with problems at a community, national, international and global level.
• Solve problems by generating alternative strategies for dealing with those problems.
• Critically evaluate various theoretical standpoints and compare them to their views.
• Offer evidence in a variety of ways (from a theoretical knowledge base, from an experiential base, etc.) to support their stated views.
• Analyse the global, national and local community in terms of problems, needs and opportunities.

Associated Assessment Criteria for Exit Level Outcome 2

• Use and propagate 'people skills' (tolerance, empathy, listening skills, etc.) in-group situations.
• Demonstrate respect for the opinion of others through (written and oral) reporting without bias.
• Demonstrate tolerance of diversity through (written and oral) reporting without bias.
• Undertake projects of a theoretical and practical nature to provide evidence of successful interaction with others.
• Use communication skills within the group.
• Act as supportive followers and group participants.
• Organise themselves and others into effective working groups.
• Communicate the evidence of these group interactions through (written and oral) reporting.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate the requisite theoretical skills and learning strategies.
• Organise their study plans and engage in effective time management.
• Assess their strengths and weaknesses and develop organisational strategies.
• Evolve strategies best suited to their situations and contexts.
• Think independently and offer sustained theoretical evidence to support their decisions.

Associated Assessment Criteria for Exit Level Outcome 4

• Critically evaluate and integrate information from different sources to address problems in the relevant field.
• Critically connect theories to the problems in the relevant field.
• Use mathematical theories and constructs to address problems.
• Apply relevant knowledge to authentic and simulated scenarios.
• Apply knowledge and skills in innovative ways to problems.

Associated Assessment Criteria for Exit Level Outcome 5

• Communicate their ideas logically and provide supporting evidence in a sustained manner.
• Evaluate conclusions and premises in academic arguments and produce sound arguments.
• Use language competently, showing awareness of written (and/or oral) conventions relevant to the discipline.
• Use appropriate models of organisation and presentation as required in the relevant discipline.
• Use statistics (where necessary) effectively in support of their ideas.
• Identify and illustrate discipline-specific jargon.
• Analyse, evaluate and critique the ideas of others.

Associated Assessment Criteria for Exit Level Outcomes 6

• Demonstrate a responsible attitude towards scholarship and technology.
• Use scientific methods of investigation, testing and evaluation.
• Select technology to suit the needs of the individual or group.
• Use natural resources in a sustainable way.
• Show respect for and a responsible/ethical attitude towards science and technology.
• Show respect and openness towards the psychological, health and physical environment of others.

Associated Assessment Criteria for Exit Level Outcomes 7

• Demonstrate their prior knowledge and experience as it is relevant to their discipline.
• Connect the abstract knowledge of theory to the reality of their individual contexts.
• Draw upon their prior knowledge (personal and abstract) and personal experience as Appropriate when investigating and analysing the world around them.
• Look beyond and across traditional disciplinary boundaries for possible solutions.

Integrated Assessment

Both formative and summative assessment methods will be used in the individual modules making up the qualification.

Formative

This type of assessment will be used to give feedback to both the learner and the lecturer and will generally without allocation of marks. It will be used throughout the qualification to allow the learner and lecturer to monitor progress in achieving the qualification goals and specific module outcomes. It will take the form of self-review, peer review and lecturer review and will be seen by the learner as a valuable learning aid. It will also be used to provide valuable feedback to the lecturer regarding their instruction techniques, topics that require revision or additional attention.

Summative

This type of assessment will be used to measure the learning of particular skills and knowledge. Marks obtained by learners in the summative assessments will be the recorded mark. All summative assessments will count towards the Duly Performed (DP) mark (also called the year mark) in the module.