Doctor of Education in Mathematics Education

Purpose

The Doctor of Education in Mathematics Education intends to prepare learners for research-based Postgraduate studies in the area of Mathematics. It serves to consolidate and deepen a learner's knowledge of Mathematics Education and to develop research capacity in its methodology and techniques of Mathematics Education. Given the research focus on the qualification, the primary purpose of the qualification is, therefore, to educate researchers and professionals who can independently or collectively contribute to the knowledge base in Mathematics Education. The qualification will thus increase the knowledge and skills in research on issues that need high-level Mathematics Education interventions in society and school in particular. The qualification provides learners with scientific knowledge that should add value to the existing status quo like Mathematics Education in order to develop it to a higher level in terms of its practical application to conditions and situations. In terms of research capacity development, the qualification is a preparatory process for learners who wish to proceed to post-doctoral studies. It, therefore, will motivate its learners to aspire for further studies in their specialisation.

Given the above qualification purpose and its capacity building, the expected outcomes on the learners will include

• Analytical skills.
• Ability to plan and implement research a qualification.
• Write research reports through compiling a thesis that has potential for publication of results that can contribute to solutions to national, regional and international social, political, cultural, linguistic, and any other challenges that can influence access to and achievement in education.

Rationale

South Africa and the Southern African region needs highly qualified and professionally trained researchers in higher education sectors. The Doctor of Education in Mathematics Education qualification provides an opportunity for learners who wish to develop their capacity in research knowledge and skills in Mathematics Education for investigation and application to a variety of challenges that require researchers and practitioners. A highly advanced analysis level will help to alleviate problems in the teaching and learning of Mathematics Education. Learners who qualify from this qualification may enrol for postdoctoral fellowship qualifications or be absorbed as professional or as researchers and academics in their areas of expertise and practice in the country.

Recognition of Prior Learning (RPL)

In line with the institution's policy, recognition of prior learning will be extended to deserving learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio, that they can cope with the qualification expectations if enrolled. Learners eligible for RPL need to provide relevant evidence for consideration and verification by the Registrar. Learners who apply for this type of RPL should be in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission. Status may be granted with or without conditions.

Learners who are not in possession of an accredited qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions. For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. RPL is applied to learning that occurred through informal and/or non-formal learning routes.

Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route may be explored. Credits may be obtained through RPL and/or CAT. In line with RPL Policy, credit/s shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted.

Entry requirements

The minimum entry requirement for this qualification is

• Master of Education in Mathematics Education, NQF Level 9.

This qualification consists of one compulsory module at Level 10, totalling 360 Credits.

Compulsory Module, Level 10, 360 Credits

• Thesis, 360 Credits.

1. Demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in Mathematics Education field, discipline or practice.
2. Use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within a field, discipline or practise; and an understanding of the consequences of any solutions or insights generated within a specific context.
3. Design and implement a strategy for the processing and management of information in order to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
4. Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a range of audiences with different levels of knowledge or expertise.
5. Develop one's learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the learning or professional group as a means of enhancing learning.
6. Operate independently and take full responsibility for his or her work, and, where appropriate, to account for leading and initiating processes and implementing systems, ensuring proper resource management and governance practices.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate appropriate scope of knowledge, which will show specialist knowledge to enable engagement with and critique of current research or practices with the broad field of Mathematics Education.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify, explain, conceptualise, critique and apply abstract landscape in Mathematics Education, and apply the specialised knowledge in different educational settings and challenges that educators and learners face, mainly where one teaches.
• Justify using sociological knowledge, the views and arguments provide to social and educational situations.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate knowledge and research skills that show the ability to identify a research problem, implement relevant research strategies, gather relevant data on the research problem and evaluate and compare with current knowledge produced.

Associated Assessment Criteria for Exit Level Outcome 4

• Compile a research report, explain its findings and disseminate knowledge in a logical terminologies.

Associated Assessment Criteria for Exit Level Outcome 5

• Use the time, reading researches such as journals, e-books, other research findings and present a logical argument from own research as well as communicate findings of other researchers in the field of Mathematics Education.

Associated Assessment Criteria for Exit Level Outcome 6

• Develop creative, critical, systematic and analytic thought processes with the ability to justify and defend one's decisions and actions.

Integrated Assessment

Assessment criteria for the qualification will include

• Formative assessment at the stage of research proposal writing and submission of the proposal, ethics application and approval, developing research chapters on the approved proposal, instrumentation and data collection, verbal and written presentation of the thesis.
• Summative assessment at the examination stage when learners submit the full thesis. The examiners will be nominated and approved internal examiner(s) and two external examiners who will assess the thesis. Each of the examiners shall comment on the thesis in writing, and give a clear breakdown on how they arrived on the final decision on the thesis.

The Senate appoints internal postgraduate examiners on the recommendation of the School Board of Studies. An internal moderator is usually a member of the academic staff drawn from the same department of the school, or another Department or School.

Council on the recommendation of the relevant School Board of Studies through the Senate External appoints examiners of postgraduate learners. An external moderator is from another Institution or an appropriate professional organisation. The moderator must be competent in the area of study with a relevant qualification, at least at the same level as the qualification under the examination. A former member of staff shall not qualify to be an external moderator within three years of terminating service at the Institution. External examiners are changed regularly and conduct no more than three consecutive external examinations.