Postgraduate Diploma in Mathematics Education

Purpose

The Postgraduate Diploma is intended to develop an innovative, competent and reflective instructional leader who within the field of Mathematics Education has the capacity and agency to effect significant change in the South African education system, [and that], the following instructional leadership characteristics will be addressed in the programme:

• Leading teaching and learning in mathematics education at school and district level.
• Developing strategic and responsive curriculum taking into account the socio-cultural backgrounds of learners.
• Developing professional learning communities within the school and region to share innovative teaching strategies.
• Developing appropriate, context-relevant intervention and support strategies in the mathematics classroom.
• Developing extra-curricular events that support mathematics education.

Rationale

The Postgraduate Diploma in Mathematics Education serves to strengthen and deepen an educator's knowledge of the field of Mathematics Education. It enables their involvement in advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in education in general and in Mathematics Education in particular. This qualification addresses the need to develop instructional leaders in the critical area of Mathematics Education.

The demand for this qualification is evident from stakeholder responses to why they feel the need to further their continuing professional development. The Postgraduate Diploma fills the niche in further developing individuals who wish to improve their own practice and become instructional leaders and curriculum developers in Mathematics Education.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) will be applied in terms of the Nelson Mandela Metropolitan University Policy on RPL which involves inter alia that a committee be set up to consider individual cases to evaluate the portfolios of evidence outlining the knowledge, competences and skills at NQF Level 8 in order for the candidate to be granted Credit in the Honours qualification. In addition, if candidates have completed relevant module(s) at NQF Level 8, opportunities will be created to enable them to receive credits for these modules.

Entry Requirements

Candidates qualify for admission if they are in possession of a full qualification on, or equivalent to, NQF Level 7, as stipulated below:

• Four year Bachelor of Education Degree.

Or

• Three-year appropriate Bachelors Degree (e.g. BSc) plus an advanced Diploma in Teaching (or a recognised professional teaching qualification).

Or

• A postgraduate professional teaching qualification (for example, PGCE).

The qualification comprises compulsory modules at NQF level 8 totalling 120 Credits.

Modules

• Curriculum Studies, 12 Credits.
• Instructional Leadership, 12 Credits.
• Philosophical Issues in Mathematics Education, 12 Credits.
• Socio-cultural Issues in Mathematics Education, 12 Credits.
• Content Issues in Mathematics Education (A), 12 Credits.
• Teacher Identities in Educational Contexts, 12 Credits.
• Learning Issues in Mathematics Education, 12 Credits.
• Content Issues in Mathematics Education (B), 12 Credits.
• Research Report in Mathematics Education, 24 Credits.

1. Construct critically reflective and reflexive understandings of contemporary theories in Education in general, and in the field of Mathematics Education, in particular.
2. Employ specialised theoretical knowledge in the pedagogy of the field of Mathematics Education.
3. Establish the connections between conceptual, theoretical and experiential knowledge/s.
4. Develop communities of practice in Mathematics Education as a reflexive leader and practitioner.
5. Conduct action research to inform instructional practice in Mathematics Education.

Associated Assessment Criteria for Exit Level Outcome 1

• Contemporary theories of education in general and of Mathematics Education in particular are identified and discussed.
• Theories are critically reflected on and a position to act in the light of these theories is taken.

Associated Assessment Criteria for Exit Level Outcome 2

• Specialised theoretical knowledge of the pedagogy of mathematics into their daily interactions as a teacher is incorporated.
• The impact of their specialised theoretical knowledge of Mathematics Education on teaching of mathematics is critically reflected on.

Associated Assessment Criteria for Exit Level Outcome 3

• The connections between conceptual, theoretical and experiential knowledge/s is described.
• The connections between conceptual, theoretical and experiential knowledge/s is critically reflect on.

Associated Assessment Criteria for Exit Level Outcome 4

• Opportunities to work collectively in a community of practice are identified.
• Leadership in the formation, of, or participate in, is taken in a community of practice.
• Others are encouraged to work collectively in a community of practice.
• The work of the community of practice joined/formed/led is critically reflected on.

Associated Assessment Criteria for Exit Level Outcome 5

• Relevant literature is consulted.
• Suitable research methodologies and approaches are identified and an appropriate strategy is chosen.
• The strategy implemented and its efficacy is reflected on.
• Revision is adapted and re-implemented.
• Written report is produced.

Integrated Assessment

The programme complies with the NMMU Assessment Policy with a focus on assessment for and as learning in formative assessment and of learning in the summative component of the assessment. A variety of formative assessment strategies (for e.g. assignments, seminar presentations, contribution to discussion forums, short tests etc.) will be used to develop students' literacy and research skills as well as their comprehension and interrogation of key themes/concepts in each module. The approach employed for formative assessment will be developmental to enable students to engage with theoretical perspectives and understandings as well as master literacy and research skills. The formative assessments will build students' capacity to develop proficiencies in designing their research proposal, carrying out the research and writing up the treatise as well as an overall preparation for final exams (if applicable).