Postgraduate Diploma in Mathematics Education

Purpose

The purpose of the Postgraduate Diploma in Mathematics Education is to ensure the intellectual development of critical, reflective Mathematics educators in schools and in the education system in order to significantly contribute to quality education across the school sector. The qualification aims to grow analytical thinking and problem-solving skills that will enable learners to interrogate multiple sources of knowledge, evaluate evidence, arguments and assumptions, to reach applicable judgments and to communicate them effectively in a school and/or educational setting. In doing so, this qualification integrates theory respective to the foundations of mathematics education with pedagogical content, knowledge and assessment to research and develop improved strategies and methods for the teaching and assessment of Mathematics.

In addition the qualification prepares learners to undertake a master's level of study by providing them with the necessary research capacity in the methodology and research techniques.

The inclusion of methods for researching practice and the capstone project prepare the learners for independent work and pave the way for becoming researchers in the context of the application and research of education in theory especially because the focus is on contemporary complex issues in executing policy practice.

The capstone project requires learners to demonstrate abilities to be critical, reflective education managers and policy practitioners to interpret national legal frameworks and policies and to implement them at district or at school level and whether they will be able to act as agents of change in the quest for quality education in the country.

Rationale

The Postgraduate Diploma in Mathematics Education [PGDip (Mathematics Education)] prepares educators for leadership in the field of Mathematics Education. The national priorities to improve the quality of education, and particularly the performance of learners in Mathematics, this qualification responds to the need for qualified educators to teach Mathematics more effectively in schools. The qualification is designed in accordance with applicable legislation, which has set the revised minimum requirements for teacher education qualifications (MRTEQ), and the qualification descriptors in the Higher Education Qualifications Sub-Framework (HEQSF).

Equipped accordingly with advanced knowledge, theory, methodology, competencies and transferable skills, learners will critically engage with challenging issues within the ambit of their discipline, thus meeting the specific educational and societal needs and expectations of the country. Holders of qualification will therefore have the qualities necessary for educational leadership in contexts requiring the professional exercise of initiative and personal responsibility, critical reflection and decision-making in complex and unpredictable situations. In addition learners will be prepared for postgraduate studies or appropriate postgraduate professional training.

Furthermore, this Postgraduate Diploma in Mathematics Education will contribute to the development of critical, reflective educators in Mathematics in schools in order to lead the analysis, development and implementation of good practice in the teaching and learning. Against the background of the poor performance of school learners in Mathematics, educators will be equipped to respond to the challenges in elevating national benchmarks.

Recognition of Prior Learning (RPL)

The formal RPL policy and procedures of the institution is applied and it includes the following

• Exemptions will only be granted for appropriate NQF Level 8 modules (old NQF Level 7) with the same credit value passed at other institutions.
• Learners may apply for exemption to the maximum of 60 Credits.
• Learners interrupting their studies for longer than three years will not receive any exemptions for modules previously completed.

Entry Requirements

This qualification is suitable for learners who are already in possession of

• A four-year Bachelor of Education Degree.

Or

• A three-year general Bachelors' Degree as well as a Postgraduate Certificate in Education (PGCE), or an equivalent 120 Credit Level 7 Advanced Diploma in Education in a cognate specialisation.

This qualification consists of 8 compulsory modules and 1 elective module at NQF Level 8, 128 Credits.

Compulsory Modules at NQF Level 8, 120 Credits

• Education Theory, 8 Credits.
• Foundations of Mathematics Education, 8 Credits.
• Methods for researching practice, 16 Credits.
• Forces impacting on Mathematics Education, 16 Credits.
• Mathematics pedagogical content knowledge I, 16 Credits.
• Mathematics pedagogical content knowledge II, 16 Credits.
• Assessment in Mathematics, 8 Credits.
• Capstone project in Mathematics Education, 32 Credits.

Elective Modules at NQF Level 8, 8 Credits

Choose one of following electives.

• Social Justice Education.
• Leadership for organisational change.
• Project Management.

1. Applying Mathematics content and pedagogical knowledge and practices to deal with the teaching and learning of Mathematics in order to improve the quality of education.
2. Understanding of applicable education theory and its uses, influences, relation to practice, as well as to society and change.
3. Construct a research plan, including appropriate methods, feasible and researchable questions, analyse and report data, as well as conduct critical reading and writing.
4. Describe and explain their theoretical and conceptual understanding of social justice education, critically examine the South African education context and evaluate their own professional context and practice in terms of social justice education.

Associated Assessment Criteria for Exit Level Outcome 1

• Mathematics content and pedagogical knowledge and practices to deal with the teaching and learning of Mathematics are applied effectively in order to improve the quality of education.
• Decisions and actions that are framed within the South African Mathematics curriculum framework are made appropriately and actions are taken suitably.
• Current educational debates are appropriately translated into practice by drawing on their background on education theory, the foundations of Mathematics Education and the forces impacting on Mathematics Education.
• Teaching, learning and assessment are managed in a sound manner by having good foundations on education Mathematics knowledge.
• An agent of change attitude in their own work environment is appropriately developed and applied to upgrade Mathematics Education in schools.

Associated Assessment Criteria for Exit Level Outcome 2

• The nature and uses of theory, the paradigmatic influences on the construction of theory, the relationship between theory and practice are understood.
• Foundational theories that underpin Mathematics Education for setting an agenda for international research in mathematics education are applied.
• Mathematics education research that make productive contributions to policy and practice by engaging with National and international testing, influences from social, cultural, economic and political factors, increased focus on the teacher and teacher practice, increased sophistication and availability of technology, increased globalisation of mathematics education and research are understood and applied.

Associated Assessment Criteria for Exit Level Outcome 3

• A research plan/design/proposal are constructed.
• An appropriate method is selected.
• Feasible and researchable questions are developed.
• Data is analysed and reported.
• Historical forces, cultural and psychological forces, technological forces impacting on mathematics education are should be able to discussed and critiqued.

Associated Assessment Criteria for Exit Level Outcome 4

• Multiple sources are drawn upon to critically examine the social, cultural and historical context of South African education.
• Own professional practice through a social justice education lens is problematised and evaluated.
• Creative and innovative strategies for directing their professional practices towards social justice are proposed.

Integrated Assessment

The qualification provides for a continuous assessment approach. No formal examinations are written. The assessment approach of the qualification is based on the principles of integrated assessment since the assessment activities are focused on the different dimensions of the purpose of the qualification. Where applied competence is required, theory and practice are integrated and aligned with the level descriptors of an NQF Exit Level 8 qualification. Each module consists of a minimum of three and a maximum of four assessment opportunities. Various methods for assessment are included, as well as a capstone project. The capstone project challenges learners to integrate the knowledge and skills acquired and to demonstrate their abilities to be critical, reflective education managers in schools and regions and whether they will be able to act as agents of change in the quest for improved quality education in the country.

Learners will demonstrate the attainment of NQF Exit Level 8 requirements in terms of assessed activities such as PowerPoint group presentation, tests/online tests (through the LMS), essays, poster presentations, teamwork activities, individual and group projects, reflective journal writings, reports of in-context research, a teaching portfolio of learning evidence and a capstone project.