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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Mathematics Education 
SAQA QUAL ID QUALIFICATION TITLE
117366  Postgraduate Diploma in Mathematics Education 
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
Postgraduate 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 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2020-07-30  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 purpose of the Postgraduate Diploma in Mathematics Education is to develop and strengthen learners' knowledge in Mathematics education. This qualification seeks to train learners who demonstrate an understanding of the theoretical underpinnings of Mathematics education and to develop their professional expertise in the field of Mathematics education.

Also, learners will develop a deeper understanding of the professional practices of Mathematics education. They will be empowered to achieve some critical distance from the popular and conventional methods and institutions of education.

The qualification will foster progressive thinking in the field of Mathematics education by developing a cadre of educators with a broader and more in-depth understanding of the transformation of education, and to enable the qualified teachers and practitioners to conduct their research and interpret research findings to improve practice. The qualification develops and consolidates in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge.

This qualification will use a practical, scholarly teaching approach in strengthening and deepening learners' knowledge in Mathematics education and subsequently open career pathways to learners.

Rationale:
The rationale for this qualification arose from the fact that there is currently no Postgraduate Diploma in Mathematics Education offered at the institution. It will be provided through distance education, making it more accessible for learners. Furthermore, this qualification will equip practising teachers and practitioners with a more in-depth knowledge of teaching and learning in mathematics education. This qualification is necessary as it could serve as a tool for increasing the number of skilled mathematics teachers and practitioners.

Furthermore, learners who undertake this qualification will acquire knowledge of the latest trends in mathematics teaching and learning support by addressing the skills needed to teach in the 21st century. The qualification caters for teachers, academics and other practitioners in mathematics education, who are already in the field wishing to improve their qualification. It seeks to enhance their knowledge and skills either to teach or to give support to fellow educators.

The acquired skills will enable learners to work in schools, universities and the broader society. The modules reflect both western and indigenous knowledge systems. The relevant UN Global Compact's Ten Principles are infused in the modules to make the qualification both locally and internationally relevant.

There is a need for Mathematics Educators in South Africa to become more aware of the philosophical and historical perspectives of the nature of Mathematics to build and strengthen the fraternity of Mathematics experts in the country. The theoretical underpinning of this qualification will provide prospective learners with a broader scope of theories and skills in the teaching and learning of Mathematics. As a Postgraduate qualification, this diploma will authenticate the foundation needed for learners who want to further their qualifications in the form of a Master's Degree.

This qualification is not just 'more of the same' learning experience. It takes the learner to a new level in knowledge and expertise in the field of Mathematics education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Assessment of prior learning could also lead to entry or an advanced credit standing following the institution's RPL policy. The policy is in alignment with the updated guidelines developed by SAQA and the requirements of the HEQSF 2014 and MRTEQs 2015. RPL is achievable provided that there is evidence offered of learning achievement equivalent to the learning outcomes and level of the module/s. The policy, however, will not disregard the Revised Policy on the Minimum Requirements for Teacher Education Qualification (DHET, 2015) and the Higher Education Qualifications Sub-Framework to protect qualifying learners employability.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Education Degree, NQF Level 7.
    Or
  • Bachelor's Degree and a Postgraduate Certificate in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

    Compulsory Modules, Level 8, 120 Credits:
  • Philosophical and Historical Perspectives in Mathematics Education, 24 Credits.
  • Theoretical Issues in the Teaching and Learning of Mathematics, 24 Credits.
  • Teaching and Learning Mathematics, 24 Credits.
  • Curriculum Studies in Mathematics Education, 24 Credits.
  • Using Research in Mathematics Education, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse a variety of philosophical schools of thought and the historical, social and cultural influences on the views about the nature of mathematics.
    2. Explore different perspectives about the teaching and learning of Mathematics.
    3. Apply cognitive development theories, a problem-solving approach and Mathematical modelling in the teaching and learning of Mathematics.
    4. Compare and critically review the Mathematics curricula of selected countries, evaluate the trajectory of learning in Mathematics curricula and reflect on international comparisons of mathematics achievement.
    5. Demonstrate knowledge of educational research processes in Mathematics Education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Compare different schools of thought, for example, Logicism, Platonism, Intuitionism, Formalism and Fallibilism in the field of Mathematics Education.
  • Identify and critically discuss the views on the nature of Mathematics of each school of thought.
  • Use philosophical underpinnings to inform their opinions about the nature and origin of Mathematics.
  • Interrogate a variety of discoveries of concepts in the field of Mathematics, for example, irrational numbers, non-Euclidean Geometry and non-real numbers.
  • Reflects on the influences of society on the aims and goals of Mathematics in context.
  • Critique Africanisation of Mathematics as a negotiation of meaning.
  • Account for the role of indigenous knowledge of Mathematics in cultural artefacts.
  • Use Mathematics to understand contemporary educational conditions and policies affecting communities against the backdrop of the socio-historical development in South Africa.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify the links between philosophical presuppositions and learning theories in Mathematics education.
  • Establish and critically discuss the epistemologies of learning theories in the field of Mathematics.
  • Analyse the changing perspectives of learning theories within the realm of Mathematics education.
  • Examine the multifaceted complexity of Mathematical knowledge.
  • Analyse the paradigm shift from theories of pedagogical content knowledge to technological pedagogical content knowledge.
  • Reflect on understanding as an internal network of concepts.
  • Analyse the critical role of the teacher in influencing the Mathematical knowledge that learners construct.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Promote critical thinking in Mathematics education.
  • Identify, evaluate and manage questioning techniques to evoke cognitive conflict.
  • Develop, select and compare the heuristics of a variety of problem-solving strategies.
  • Justify the use of problem-solving and problem centred approaches in the teaching and learning of Mathematics.
  • Critically discuss the relationship between cognition and modelling.
  • Investigate the role of modelling in formulating pedagogical content knowledge.
  • Evaluate the validity and reliability of assessment models in Mathematics Education.
  • Link cognitive objectives to test items in the assessment of Mathematical knowledge.
  • Use inductive or deductive reasoning to formulate conjectures and prove statements.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Describe and reflect on the process of curriculation.
  • Unpack a variety of models of curriculum design.
  • Describe similarities and differences between Mathematics curricula in various countries.
  • Align topics in the Mathematics curriculum with theoretical frameworks.
  • Analyse the structure of Mathematics curricula in selected countries.
  • Compare international trends of curriculum development in school Mathematics.
  • Identify and analyse problems in designing a South African school Mathematics curriculum.
  • Critically review the assessment design of the Trends in Mathematics and Science Survey (TIMSS), and the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) reports.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Identify the characteristics of educational research.
  • Distinguish between research paradigms and methodology.
  • Describe ethical considerations as related to educational research.
  • Discuss the characteristics of data collection and analysis of data.
  • Interpretation of statistical data.

    Integrated Assessment:
    To be awarded the qualification, a learner must achieve a pass mark in each of the five compulsory modules. The qualification requires evidence that the learner can achieve the purpose of the qualification as a whole at the time of the award of the qualification.

    In the assessment process, there will be a combination of formative and summative assessments. The range of formative and summative assessments will adequately cover the demonstration of knowledge of theoretical aspects; structured activities, and authentic assignments that will include observation in real-life situations or in given scenarios as well as online discussions and evidence of successful practical application of learning in an authentic education situation.

    The year mark consists of at least three formative assessments with equal weights per module counting for 20% of the final mark. Summative assessment will be in the form of a venue based examination counting for at least 80% of the final mark integrating learning from the formative assessments. The subminimum summative assessment mark requires at least 40%.

    Moderation of assessment will be conducted according to principles established by SAQA and the CHE/HEQC. 
    		•

    INTERNATIONAL COMPARABILITY 
    As background to the preparation of this curriculum outline, the institution undertook a comparative review of similar curricula at international levels.

    An international comparison for this qualification is with the Massey University (New Zealand). The Massey University offers a 120 credit Postgraduate Diploma in Education (Mathematics Education) which seeks to develop an understanding of the complexities of equitable and culturally responsive practices within Mathematics Education. The international qualification consists of modules such as Developing Mathematical Inquiry Communities, Mathematics Education and Current Issues in Teaching Mathematics which are available through distance learning which is comparable to the South African qualification.

    There is quite a variety of curricula depicting the PG Diploma in Mathematics Education. Still, the core of most of these qualifications is similar which aims at developing specific discipline knowledge in the field, providing the opportunity for continuing professional development in the field and offering a career pathway to a related masters degree. 

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

    Horizontal Articulation:
  • Bachelor of Education Honours in Mathematics Education, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Mathematics Education, NQF Level 9. 
    		•

    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.