SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Education in Intermediate Phase Mathematics Teaching 
SAQA QUAL ID QUALIFICATION TITLE
109296  Advanced Diploma in Education in Intermediate Phase Mathematics Teaching 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-03-08  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The primary purpose of this qualification is to provide a learning pathway enabling teachers who have completed a Bachelor of Education (BEd) Degree or an appropriate first Degree capped by an appropriate Postgraduate Certificate in Education (PGCE), or a Pre-2009 Higher Diploma in Education, which will have focused on developing their subject content knowledge, to deepen their understanding of how to teach school mathematics more effectively. The qualification will therefore seek to:
  • Provide students with a deeper understanding of technical and pedagogical content knowledge for the effective teaching of school mathematics in diverse contexts.
  • Apply theories and action research in Mathematics Education relevant to school mathematics.
  • Expose students to strategies that will enable students to teach mathematics in a variety of ways.
  • Demonstrate competence to teach mathematics through problem solving.
  • Develop the ability to integrate the various strands of mathematics into a coherent, deep conceptual understanding of mathematics as a discipline and its role in society.
  • Broaden teaching and learning horizons by using appropriate technology/Information and communications technology (ICT) effectively.

    This qualification seeks to:
  • Transcend the standard or traditional way of teaching mathematics in a move towards more learning-and learner-centred teaching methods.
  • Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge in the field of mathematics education.
  • Foster self-reflexivity and subject reflexivity to gain a deeper understanding of the teaching of mathematics and the role of research in improving the teaching of mathematics.
  • Nurture commitment to the ideals of developing mathematically proficient learners who can solve problems independently and collaboratively.
  • Promote and develop the dispositions and competences to integrate subject knowledge in the various strands of school mathematics.
  • Promote and develop the dispositions and competences to make appropriate use of appropriate technology to enhance learner engagement in the mathematics classroom.

    It is envisaged that learners who achieve the Exit Level Outcomes will become innovative in the field of mathematics education.

    Rationale:
    Intermediate Phase teachers in South Africa are trained as generalists. Their basic training did not provide an in-depth study of mathematical knowledge and pedagogical content knowledge which is imperative for quality teaching. The Advanced Diploma in Education (ADE) is specifically designed to educate (Intermediate Phase) mathematics teachers to become more proficient in the teaching of mathematics. The ADE (IP Mathematics) offers an intensive, focused and applied specialisation which meets the requirements of a specific niche in the labour market.

    This qualification will benefit the lead teachers, subject specialists and teachers who have insufficient training in mathematics education. It is particularly suitable for continuing professional development through the inculcation of a deep and systematic understanding of current thinking, practice, theory and methodology in an area of Mathematics Education. This qualification is also designed to prepare learners for postgraduate study through the deepening of their knowledge and understanding of theories, methodologies and practices in specific academic disciplines and fields, as well as the development of their ability to formulate, undertake and resolve more complex theoretical and practice-related problems and tasks through the selection and use of appropriate methods and techniques.

    Learners in the Intermediate Phase in the mathematics classrooms will be at the receiving end of what this qualification has to offer. There a need to make a difference in the education of youth in South Africa through Mathematics teaching.

    The economy is a long term beneficiary: Primary school learners, proficient in Mathematics have a better opportunity to become expert learners in Secondary School and could result in students at Tertiary level who could find a niche in the market where mathematics is required.

    As this qualification has a strong underpinning in problem solving, we envisage graduates of this qualification to become leaders in the field of Primary Mathematics, providing learners with conceptual understanding, who are able to use reasoning skills not only to solve mathematical problems, but real life problems where deductive reasoning is required to solve problems. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Serving teachers with incomplete teacher qualifications or with Certificates and Diplomas in teaching gained in the past may apply for advanced standing in the Advanced Diploma (AdvDip) programme in line with University of South Africa (UNISA)'s RPL policy stipulation. Each application will be assessed on its individual merits.

    The candidates for this qualification will be identified by the National and/or Provincial Education officials, using admission requirements and selection criteria as guidelines for admission to this qualification.

    The institutions may recognise other forms of prior learning as equivalent to the prescribed minimum admission requirements, and may recognise other forms of prior learning for entry to or granting advanced standing in given programmes. In all cases, the admitting institution must be satisfied that the applicant has the necessary competence.

    Each application for RPL at UNISA receives individual attention. The RPL policy at UNISA, gives clear indications with regards to the requirements that must be satisfied for admission.

    Entry Requirements:
  • A four-year Bachelor of Education Degree, or a general first Degree or Diploma, plus a Postgraduate Certificate in Education.
  • A Higher Diploma in Education (Postgraduate) may be presented for admission.
  • Advanced Certificate in Education or Further Diploma in Education which follows a former professional teaching qualification.
  • An Advanced Certificate (Level 6) which followed a Diploma in Education (including a National Professional Diploma in Education). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of five compulsory module at Level 7 totalling 120 Credits.
  • Mathematics in Society, 24 Credits.
  • Advanced Education in Numbers, Operations and Relations in Intermediate Phase, 24 Credits.
  • Advanced Education in Functions and Basic Algebra in Intermediate Phase, 24 Credits.
  • Advanced Education in Measurement, Space and Shape in Intermediate Phase, 24 Credits.
  • Advanced Education in Data Handling and Probability in Intermediate Phase, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Transcend the standard or traditional way of teaching mathematics in a move towards more learning-and learner-centered teaching methods.
    2. Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge in the field of mathematics education.
    3. Foster self-reflexivity and subject reflexivity to gain a deeper understanding of the teaching of mathematics and the role of research in improving the teaching of mathematics.
    4. Nurture commitment to the ideals of developing mathematically proficient learners who can solve problems independently and collaboratively.
    5. Promote and develop the dispositions and competences to integrate subject knowledge in the various strands of school mathematics.
    6. Promote and develop the dispositions and competences to make appropriate use of appropriate technology to enhance learner engagement in the mathematics classroom. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Select, sequence and pace learning in a manner appropriate to effective Mathematics teaching, diverse learning needs and diverse contexts of practice.
  • Select and use a range of teaching, learning and assessment strategies appropriate to effective Mathematics teaching, diverse learning needs and diverse contexts of practice.
  • Teach mathematical concepts in ways that promote learner engagement, the development of deep conceptual understanding and the ability to transfer learning to authentic contexts.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Adapt general educational principles and theories to the facilitation of the effective learning of Mathematics for diverse learners in diverse contexts.
  • Integrate/apply Mathematical skills and understandings in other subjects or contexts.
  • Be able to justify practice by reference to appropriate theory.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Reflect on and critically evaluate own teaching, learning and assessment practice.
  • Research teaching, learning and assessment problems and feed findings back into improved practice.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Critically analyse own and others' lesson plans, learning programs and assessment tasks.
  • Identify and critically evaluate what counts as undisputed knowledge, necessary skills and important values.
  • Adopt a range of mediation styles that require both individual and group-based learner engagement.
  • Demonstrate in practice a commitment to a problem-solving approach to the teaching of Mathematics.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Make educational judgements on issues arising from real practice and/or from authentic case studies/examples of real world issues.
  • Justify choices with reference to the theoretical underpinnings of general pedagogy as well as those related specifically to the teaching of Mathematics.
  • Make appropriate links between Mathematics learning, the world of work, the environment and human rights issues.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Select and use appropriate technologies in appropriate ways to meet different learning and teaching needs in diverse contexts of practice.

    Integrated Assessment:
    The four mathematical concept themed modules will be assessed by a combination of Formative and Summative Assessment with an emphasis on applied competence - that is the ability to make and justify informed choices in practice and to modify practice where necessary. Assignments in each of the four modules will also introduce elements of action research approaches.

    Assignments will build cumulatively towards the assessment in the 5th module exploring the role of Mathematics in Society. This module will require completion of an action research project integrating learning from across the programme. 
    		•

    INTERNATIONAL COMPARABILITY 
    For the first four modules, a comparison was drawn with countries with a track record of success in the TIMSS (Trend in International Mathematics and Science Survey), for example Singapore, Taiwan and the Netherlands.

    The Advance Diploma in Intermediate Phase Mathematics is unique to the South African context. Upon searching for similar international qualifications, Qualification Authorities of many countries were scrutinised, including African countries, such as Tanzania, Zambia, Zimbabwe Namibia, Malawi, the Far East as well as Australia and Asia.

    Only one qualification which matches the ADE (IP Mathematics) was found to be offered at the National Institute of Education in Singapore. Another qualification, a Diploma in Teaching (Natural Sciences), offered at the University of Zambia, had some similarities. The Waikato University in New Zealand also offers a Diploma in Mathematics and Science Teaching, with partial correspondences.

    The National Institute of Education in Singapore: Advanced Diploma in Primary Mathematics Education:

    This qualification aims to prepare the teachers for specialising in primary mathematics teaching at the upper primary level, with emphasis on the topics that are taught in the primary mathematics curriculum. Each course will also examine the related assessment practices based on the subject matter knowledge of the topic.

    The qualification provides teachers with a framework of knowledge and skills in the teaching of primary mathematics. It also provides perspectives on the change and development in primary mathematics curriculum for teachers to reflect re-examine and refine their classroom practices. Lastly, it enables teachers to develop competencies in the design and practice of assessment and evaluation.

    These structured qualifications are grounded in continuing, life-long learning principles to meet the career needs of practising teachers and educational professionals in a changing education sector. The entry level to this qualification is the Bachelor Degree with a duration of one year to complete.

    The University of Zambia: Diploma in Teaching - Mathematics and Science.

    The Diploma in Teaching is intended to provide initial teacher education to university graduates whose undergraduate programmes did not include professional courses in education. It also requires a degree in Mathematics and Science related subjects; or Diploma in Mathematics and Science related subjects to be admitted to the qualification.

    The University of Waikato in New Zealand Advanced Diploma in Primary Mathematics Education and Graduate Diploma in Education.

    The Diploma in Education (Dip(Ed)) and the Graduate Diploma in Education (GradDip(Ed)) are available for students who want to broaden their knowledge in the area of education. A graduate diploma is a more in-depth version of a graduate certificate (equivalent to an Advanced Certificate in Teaching in South Africa). 

    ARTICULATION OPTIONS 
    This qualification allows for horizontal and vertical articulation.

    Horizontal Articulation:
  • Bachelor of Education in Foundation and Intermediate Phase: Mathematics Education, Level 7.
  • Bachelor of Education in Intermediate Phase Teaching, Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Education, Level 8.
  • Bachelor of Education Honours in Mathematics, Level 8.
  • Postgraduate Diploma in Mathematics Education, Level 8 
    		•

    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. University of South Africa 


    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.