Master of Science in Mathematics

Purpose

The purpose of this qualification is to equip students with advanced and integrated specialist knowledge and practical understanding of this particular field of Mathematics; to develop students into effective and critical Mathematics researchers, able to generate new knowledge in the chosen field of study; to be able to identify, investigate and answer relevant research questions thereby contributing towards the development of knowledge and understanding within Mathematics. Successful completion of this qualification also provides candidates with the possibility of further study at Doctoral level.

Rationale

The first rationale of the qualification is to provide graduates with advanced knowledge, specific skills and applied competence in the field of Mathematics that provides opportunities for continued personal intellectual growth, and prepares the graduate for employment and the ability to make rewarding contributions to society.

The second rationale of the qualification is to provide South Africa with experts in the field of Mathematics in order to ensure that the national and international leadership base of innovative and knowledge-based scholarly activity is widened. This includes the requirement of high level theoretical engagement, intellectual independence and research. Successful graduates will be capable of undertaking all aspects of research, both individually and as part of a team, and may be able to continue with further postgraduate studies. Graduates who complete this programme will be employable nationally/internationally in different organisations, as teachers, lecturers at universities and other higher education institutions, as researchers, etc. and ready to commence with Doctor of Philosophy studies.

Recognition of Prior Learning (RPL)

RPL for access purposes will require the candidate to comply with the admission requirements of the institution. The institution accepts the principle underlying outcomes-oriented, source-based and lifelong learning in which considerations of articulation and mobility play a meaningful role. The institution also underwrites the view that recognition of previous learning, obtained either by formal teaching programmes at any institution, or informally (obtained by experience), is an indispensable element in granting admission or credits with the aim of placing in a specifically chosen teaching-learning programme of the institution.

In recognising previous learning, the institution deals with provable knowledge and learning that the applicant obtained by following formal teaching programmes or by experience. At all times the question will be what level of competence was reached, judged in the context of the exit level skills required for the contemplated teaching-learning programmes (or modules therein) or status for which the applicant is applying and not merely about the experience the applicant can prove. Recognition of previous learning takes place in terms of the relevant skills that the applicant demonstrated in the application with reference to the exit outcomes that should be reached in the chosen qualification.

Entry Requirements

• Bachelor of Science Honours or other qualification which is suitable and equivalent to the Honours Degree in Mathematics.

This qualification comprises compulsory and elective modules at Level 9, totalling 180 Credits.

• Dissertation, 180 Credits.

1. Demonstrate in-depth knowledge of the research methodology in the field of Mathematics.
2. Plan and perform investigations and experiments by utilizing scientific modelling techniques.
3. Analyze, interpret and derive information from data and apply appropriate scientific methods to evaluate the results.
4. Demonstrate specialist knowledge in the field of Mathematics to enable engagement with and critique of current research or practices in combination with advanced scholarship or research in the field of Mathematics.
5. Identify, evaluate and creatively and innovatively address, under supervision, certain convergent and divergent problems in Mathematics.
6. Understand the consequences of solutions or insights generated within the context of Mathematics, make autonomous ethical decisions, which can affect knowledge production or complex organisational or professional issues, and make critical contributions to the development of ethical standards.
7. Communicate and defend ideas and results that are the products of the research in the field of Mathematics and use a range of advanced and specialised skills to communicate to a range of audiences with different levels of knowledge or expertise.
8. Operate independently and take full responsibility for his/her own as well as other's work, and, where appropriate, to account for leading and initiating processes and implementing systems.

Integrated Assessment

Continuous formative assessment is aimed at determining the student's progress towards attaining the stipulated outcomes of the different modules, and is followed by a summative assessment in the format of a written examination. The student's ability to use and apply specific methodological skills are furthermore evaluated in his/her critical review of current literature in the subject area and the formulation and execution of a research project. The student is to report on it and generate an integrated dissertation of research findings. The dissertation is initiated with a research proposal, which is to be approved by the Committee for Advanced Degrees. The supervisor assesses continuously while the dissertation is being written.

Examination of the dissertation is finally done by at least two examiners of which one is external, all experts in the field of specialisation.