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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Mathematics Education 
SAQA QUAL ID QUALIFICATION TITLE
115480  Master of Education in Mathematics Education 
ORIGINATOR
North West University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Master of Education in Mathematics Education (MEd (Mathematics Education)) will prepare researchers who can contribute to the development of knowledge in the field of Education, namely Mathematics Education, including the knowledge about professional practice level.

The purpose of MEd (Mathematics Education) is to enable specialists in Mathematics Education to obtain a nuanced understanding of the complexities in the teaching-learning and/or assessment in Mathematics of diverse social and cultural contexts.

Rationale:
The qualification attends to the need of highly skilled researchers in Mathematics Education and decision-makers in South Africa and abroad. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Where applicants do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. RPL occurs according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE 2016), and the institution's RPL policy. The management of the process is by the Faculty of Education.
  • Through its RPL policy, the Faculty of Education ensures quality-assurance processes. These processes address the specificities and implementation of the RPL process (including applications, assessment, and reporting and management systems). The process further ensures that administrative and support systems, both prior and after RPL assessment are in place. Assessment of applicants is against NQF Level 8 competencies.

    Entry Requirements:
    The minimum entry requirement for this qualification is a:
  • Bachelor of Education Honours, NQF Level 8.
    Or
  • Postgraduate Diploma in Education, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 180 Credits:
  • Dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
  • Demonstrate specialist knowledge and understanding to engage and critique educational research and practices in the field of Mathematics Education and to contribute to disciplined thinking about educational matters and issues concerning Mathematics Education specialisations.
  • Evaluate current processes of knowledge production in the field of Mathematics Education and to choose appropriate processes of enquiry for Mathematics Education specialisations.
  • Design, select and apply appropriate and creative methods, techniques, procedures or technologies for the processes of enquiry in Mathematics Education specialisations.
  • Execute these processes with high levels of responsibility, self-reflexivity and adaptability concerning the determination of socially relevant issues and research needs in South Africa.
  • Conduct an independent inquiry in a specialised field of Mathematics Education and to report their findings in academically appropriate ways.
  • Act as academic leaders and experts in the field of Mathematics Education.
    And
  • Demonstrate responsibility, self-reflexivity and adaptability concerning the ethical implications of research, and the determination of socially relevant issues and research needs in South Africa. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.
  • Display specialist knowledge to enable engagement and critique of current research and practices in the field of Mathematics Education to engage in systematic and disciplined thinking about educational matters and issues, with particular reference to Mathematics Education specialisations.
  • Apply and develop intellectual independence and advanced research skills, sophisticated knowledge and research methodologies to solve complex, unfamiliar problems in the field of Mathematics Education.
  • Analyse and apply specialised problem-solving skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems in a field of Mathematics Education.
  • 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 Mathematics Education.
  • Produce significant insights, and engage and initiate in academic and educational discourse to report and defend substantial ideas that are the results of research in an area of Mathematics Education specialisation.
  • Plan, manage and optimise all aspects of research processes in complex and unpredictable contexts in Mathematics Education.
  • Demonstrate responsibility, self-reflexivity and adaptability in own management of learning and analyse and evaluate ethical implications of research on socially relevant issues and research needs in South Africa.

    Integrated Assessment:
    Formative assessment during the research may be based on any of the following if required by the research topic or the discipline:
  • Portfolios.
  • Simulations.
  • Workplace assessments.
  • Group discussions.
  • Presentations in front of peers and experts.
  • Oral and written summative assessments.

    Summative assessment takes the form of the examination of the dissertation or other acceptable forms of research output as appropriate to the field of study. 
    		•

    INTERNATIONAL COMPARABILITY 
  • Massey University in New Zealand (offers a Master of Education (Mathematics Education). The Master of Education (Mathematics Education) develops an understanding of the complexities of equitable and culturally responsive practices in Mathematics Education in the early years, in the primary or secondary sector. The qualification focuses on research or scholarship in Mathematics Education that demonstrates a high level of skill in analysis, synthesis and critical evaluation of mathematics pedagogy and curriculum. Learners need to complete a professional inquiry for research before they can graduate.
  • The University of Florida, USA, offers a Master of Education (MEd) for Mathematics Education for individuals interested in teaching mathematics in a middle or high school. This qualification leads to eligibility for professional certification for teaching mathematics to students in grades 6-12.
  • The qualification from this institution compares favourably with these cited international qualifications. This qualification is completed entirely by research, with the learner working with an assigned supervisor. The commonality is the submission of a final dissertation at the end of the study period, and the learner has a specialisation knowledge base in Mathematical Education. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Master of Education, NQF Level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Education, NQF Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. North West University 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.