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:

Bachelor of Education Honours in Mathematics Education

SAQA QUAL ID	QUALIFICATION TITLE
120520	Bachelor of Education Honours in Mathematics Education
ORIGINATOR
MANCOSA Pty (Ltd)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 05 - Education, Training and Development		Higher Education and Training
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
Registered		EXCO 01213/23	2023-02-02	2026-02-02
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2027-02-02		2030-02-02

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 Bachelor of Education Honours in Mathematics Education is to prepare learners to keep up with current trends in Mathematics Education to enhance teaching and learning towards a Science, Technology, Engineering and Mathematics (STEM) education that meets the global as well as the country's demands for economic success.

Qualifying learners will develop skills in research-based postgraduate studies in Mathematics Education. The purpose is to enhance research capacity through the research design that is required to provide a systematic research analysis of twenty-first-century Mathematics Education which will culminate in a research proposal and a research report. There will be engagement with Mathematics and mathematical literacy concepts, best practices of assessment strategies in mathematics as well as current issues of decolonisation and bringing forth the Fourth Industrial Revolution into Mathematics Education.

The qualification seeks to instil progressive thinking in the field of Mathematics by developing teachers who can meet the diverse needs of learners in Mathematics and to teachers to further postgraduate studies by providing them with relevant competencies that are required for further research at higher levels.

The exit-level outcomes are designed to provide modern, twenty-first century challenges that inspire research to transform Mathematics Education in the classroom and beyond.
Upon completion of this qualification, qualifying learners will be able to:

Apply research strategies to investigate modern-day issues in Mathematics Education.

Analyse and apply relevant theories that synthesise contemporary issues in Mathematics Education.

Engage critically on Mathematics and Mathematical Literacy content in teaching and learning.

Design and analyse assessment trends in Mathematics Education that meet the demands of the twenty-first century learner.

Recognise and critically engage with issues affecting Mathematics Education in South Africa.

Research and apply the current digital trends recognisable in the Fourth Industrial Revolution (4IR) to meet the technological demands of globalisation in Mathematics Education.

Develop and write an appropriate research proposal and report that emphasise the current issues in Mathematics Education.

Rationale:
Mathematics education is essential to inculcate requirements for Science, Technology, Engineering and Mathematics (STEM) education is an essential requirement for schools to meet the global needs of access.

The qualification aims to make Mathematics Education relevant to current issues and challenges that face the South African Mathematics teacher. This qualification will provide teachers with content knowledge and pedagogical skills, which Wolcott, Scott, Norton, Whannell, Galligan, Marshman, Pfeiffer, and Wines (2017) believe will provide teachers with the competencies to create learning environments that facilitate classroom learner inquiry, activities and learning that coordinate Mathematics in the classroom to those which learners experience outside the classroom. As such the qualification will attempt to meet the needs of the modern-day teacher so that they have the skills to groom learners to meet the career demands in the mathematics field.

This qualification will introduce contemporary factors and issues that the twenty-first century teacher will encounter in Mathematics Education such as Decolonisation, Fourth Industrial Revolution, Africanisation, and Indigenisation as well as Globalisation.

One of the seven roles that are prescribed for an educator in the Minimum Requirements for Teacher Education Qualifications document (Department of Education, 2015) is continued professional development. That means that teachers should continue their education to meet the growing and diverse needs of learners. The digitisation that advances Mathematics Education toward meeting global transformations means that the teacher must keep in touch with such trends. This qualification is aimed at providing teachers with a platform to keep teaching and learning current, informative, and exciting.

The qualification provides a deep theoretical insight into teaching and learning in Mathematics Education, located within past theories and current theories through relevant literature that seeks to provide learners with a well-rounded knowledge base to identify potential areas of contemporary educational research into Mathematics. Through the online teaching and learning strategy, future researchers will become independent researchers that sustain their research throughout their careers.

The goal of this qualification is to provide skills to the mathematics teacher to transform Mathematics to solve the country's economic challenges using modern technology. It is also about creating critical thinking opportunities in learners (future workforce) that meet the needs of the country through innovation, critical analytical review, and adaptations. This qualification has been approved by the Department of Higher Education and Training (DHET).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules:

Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
The minimum requirements for admission into the Honours Degree are:

A four-year professional teaching Degree, NQF Level 7 AND an Advanced Diploma in Mathematics Education, NQF Level 7.
Or

Advanced Diploma in Mathematics Education, NQF Level 7.
Or

An appropriate Bachelor's degree with a recognised professional teaching qualification, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

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.

Mathematics Theories for Teaching and Learning, 15 Credits.

Contemporary Trends in Researching Mathematics Education, 15 Credits.

Mathematics and Mathematical Literacy Education, 15 Credits.

Assessment Trends in Mathematics Education, 15 Credits.

Decolonising Mathematics Education, 15 Credits.

Fourth Industrial Revolution Influences on Mathematics Education, 15 Credits.

Research Report, 30 Credits.

EXIT LEVEL OUTCOMES

1. Apply research strategies to investigate modern-day issues in Mathematics Education.
2. Apply relevant theories that synthesise contemporary issues in Mathematics Education.
3. Engage critically on Mathematics and Mathematical Literacy content in teaching and learning.
4. Analyse assessment trends in Mathematics Education that meet the demands of the twenty-first century learner.
5. Recognise and critically engage with issues affecting Mathematics Education in South Africa.
6. Apply the current digital trends recognisable in the Fourth Industrial Revolution (4IR) to meet the technological demands of globalisation in Mathematics Education.
7. Develop and write an appropriate research proposal and report that emphasise the current issues in Mathematics Education.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Apply research strategies to investigate modern-day issues in Mathematics Education to meet the current contextual challenges.

Explore research methods and techniques to ensure systematic and current research is conducted in Mathematics Education.

Associated Assessment Criteria for Exit Level Outcome 2:

Analyse relevant theories in Mathematics Education to synthesise contemporary issues that are faced by the mathematics teacher.

Apply relevant theories to gain a deeper insight into contemporary issues in Mathematics Education.

Associated Assessment Criteria for Exit Level Outcome 3:

Explore critically Mathematics and Mathematics Literacy content in teaching and learning critically to enhance teaching strategies in these subjects.

Integrate critical content in Mathematics and Mathematics Literacy to enhance teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 4:

Explore current assessment trends to embrace the needs of the twenty-first century learner in Mathematics Education.

Analyse contemporary assessment strategies in Mathematics Education to develop best assessment practices in Mathematics.

Associated Assessment Criteria for Exit Level Outcome 5:

Analyse issues affecting Mathematics Education in South Africa such as failure to implement decolonisation, and Africanisation and recognise the use of IKS to contextualise Mathematics in South Africa.

Critically engage the use of IKS to find alternative strategies to colonisation and apartheid in Mathematics Education.

Associated Assessment Criteria for Exit Level Outcome 6:

Research current digital trends of 4IR to meet the technology demands of globalisation in the Mathematics classroom.

Apply current digital trends of 4IR to enhance the use of digitisation in Mathematics in the South African education systems.

Associated Assessment Criteria for Exit Level Outcome 7:

Develop an appropriate research proposal in Mathematics Education to guide the writing of the research report.

Write an appropriate research report in the field of Mathematics Education to report the systematic research done from beginning to end.

INTERNATIONAL COMPARABILITY

Country: United Kingdom.
Institution: University of Plymouth.
Name of Qualification: Bachelor of Science (BSc) Honours (Hons) in Mathematics with Education.
Duration: 3 years full time.

Entry Requirements:

Applicants with an A level require 112-128 points, including a minimum of 2 A levels, including a B in Mathematics or Further Mathematics. (Pure Maths, Pure and Applied Maths, Maths and Statistics, and Maths and Mechanics are also accepted as they are considered the same as the Maths A Level). Excluding General Studies. Must have GCSE English and Maths at Grade C/4 or above.
Or

BTEC applicants require 18 Unit BTEC National Diploma/QCF Extended Diploma: DDM to include a distinction in a mathematics unit: individual interview/diagnostic test will be required.

Purpose/Rationale:
The BSc (Hons) Mathematics with Education degree introduces learners to the theory that underpins the teaching and learning of mathematics. Learners gain hands-on experience in the educational environment through a school placement and undertake a research project which allows learners to investigate an area of mathematics education. This combination of mathematical knowledge and educational experience will give learners the skills and confidence to progress on to a teacher training course such as a PGCE, or to move into one of many careers where high-level mathematical skills are essential. The qualification is ideal for learners who would like a career in teaching but also want to further their understanding of mathematics at degree level. The qualification is accredited by the Institute of Mathematics and its Applications.

On completion of the qualification, graduates will be able to:

Gain classroom experience in a placement module, supporting mathematics teaching in a secondary or primary school for one morning a week throughout their final year.

Help others and gain hands-on expertise by taking part in the Mathematics Enrichment Programme activities to gradually develop a workshop for a Mathematics masterclass.

Gain high-level understanding of modern pure and applied mathematics, and statistics; this knowledge base opens many mathematical careers.

Gain an in-depth individual research project that develops your knowledge of mathematical educational theory, ideal preparation for teacher training courses.

Study the established theories on learning and human development, applying them to examples of educational practice from current research and your own experience.

Qualification structure:

In the final year they will carry out a yearlong placement module offering them experience working alongside a mathematics teacher in a primary or secondary school for one morning a week over two terms. Together with our tutorial system, the school placement will strengthen their oral and written communications skills and greatly enhance their employability. They will also carry out an individual mathematics education project on a topic of their choice. The placement and project combination gives them an ideal start for Postgraduate Certificate in Education (PGCE). The qualification gives the learner excellent prospects in other mathematical careers through a wide choice of final-year modules.

Final Year Compulsory Modules:

Professional Experience in Mathematics Education.

Mathematics Education Project.

Optional modules:

Geometry and Algebra.

Partial Differential Equations.

Classical and Quantum Mechanics.

Optimisation, Networks and Graphs.

Electrodynamics and Relativity.

Medical Statistics.

Financial Statistics.

Similarities:

The University of Plymouth (UP) and the South African (SA) qualifications offer an in-depth individual project as an introduction to mathematical educational theory which is an ideal preparation for teacher training courses.

Both qualifications develop the same exit-level outcomes.

The following compulsory UP modules are comparable to the SA qualification.

Professional Experience in Mathematics Education compares with Mathematics Theories for Teaching and Learning, Mathematics and Mathematical Literacy Education and, in the SA qualification.

Mathematics Education Project compares with Research Report and Contemporary Trends in Researching Mathematics Education in the SA qualification.

Differences:

The UP qualification takes three full-time study whereas the SA qualification takes one year of full-time study.

The UP requires applicants who completed the secondary school qualification while the SA qualification requires applicants who completed the Bachelor's degree in a cognate field.

The UP qualification consists of both compulsory and elective modules whereas the SA qualification consists of only compulsory modules and no electives.

The UP qualification further offers a third-year placement to teach as in a PGCE whereas the SA qualification does not offer placement as in PGCE.

Country: Australia.
Institution: University of South Australia.
Qualification Title: Bachelor of Applied Sciences, Honours in Mathematics.
Duration: One-year full time.
Credits: 36 Credits US system.

Entry Requirements:
Learners are required to hold an initial teacher education qualification (e.g., Bachelor of Education; Master of Teaching).
In addition, they are required to have successfully completed mathematics and depending upon the science discipline units, they will need either Chemistry or Physics.

Purpose:
The University of South Australia (UniSA) qualification is designed for learners who have successfully completed a bachelor's degree in a relevant discipline, such as a Bachelor of Mathematics or a Bachelor of Science with a substantial mathematics focus. Learners develop the ability to solve complex problems through mathematics, advancing knowledge and skills in pure and applied mathematics, as well as in simple statistics.

Learners will complete a major industrial, scientific, or commercial research project in applied mathematics as part of the one-year program, working with one of the researchers in mathematics.

Qualification structure:
The qualification consists of the following compulsory and elective modules.
First Semester:

Research Methods, 4.5 Credits compares with Contemporary Trends in Researching Mathematics Education in SA qualification.

Honours Minor Thesis Preparation, 4.5 Credits compares with Contemporary Trends in Researching Mathematics Education in SA qualification.

Honours Minor Thesis 1, 4.5 Credits compares with Research Report and Contemporary Trends in Researching Mathematics Education in SA qualification.

Elective, 4.5 Credits.
Second Semester:

Elective, 4.5 Credits.

Honours Minor Thesis 2, 9 Credits compares with Research Report and Contemporary Trends in Researching Mathematics Education in SA qualification.

Assessment:
The UniSA qualification incorporates practical, professionally focused, and research-based learning, so assessment types will vary and will include both formative and summative assessments such as:

Reports and project documentation.

Research projects, group projects.

Essays and assignments.

Presentations.

Examinations.

Articulation:
Postgraduate degrees through coursework or research.
Similarities:

Both qualifications are offered in one-year.

Both qualification's entry requirements are to have an undergraduate degree.

Qualifying learners from both qualifications will have an opportunity to complete a variety of mathematical topics broadening their skillset and preparing them to take their research career further.

Both qualifications will utilise the formative and summative assessment to measure the achievement of exit-level outcomes.

Both UniSA and SA qualifications articulate vertically into a Master's Degree in a cognate field.

Differences:

The UniSA qualification carries a weighting of 36 credit hours on the US Credit System while the SA qualification carries q weighting of 120 credits.

The UniSA qualification consists of both compulsory and elective modules whereas the SA qualification consists of only compulsory modules and no electives.

Country: Zimbabwe.
Institution: Bindura University of Science Education.
Name of Qualification: Bachelor of Science Education Honours Degree Mathematics (In-Service).
Duration: Two years Full Time.
Entry Requirements:
To be eligible for admission, a candidate must:

Have a Certificate in Education/Diploma in Education (Secondary Level) or other recognizable teaching qualification from an acceptable institution where the Mathematics subject of study was strongly represented.

Have 5 passes at O level including English and Mathematics.

Purpose of Qualification:
The purpose of the qualification is to equip science and maths education learners with the relevant pedagogical and research skills needed by the 21st-century teacher. The qualification will produce holistic science and mathematics teachers who are creative, critical and have higher-order thinking skills required for the developing community and the world.

Qualification structure:
The qualification consists of the following compulsory modules:
Part II Semester I

Educational Management.

Curriculum Design Implementation and Evaluation.

Pedagogics in the Teaching Subject (Mathematics).

Curriculum Issues in Science Teaching and Learning.

Final Applied Science Education.

Secondary School (5-6) Experience.

Ordinary and Partial Differential Equations.

Numerical Methods.

Analysis.

Statistical Inference.

Mechanics.

Part II Semester II

Pedagogics in 'A' Level Mathematics.

Curriculum Issues and Comparative Education.

Vector Calculus.

Algebra.

Research Project.

Similarities:

Bindura University of Science Education (BUSE) and the South African (SA) qualifications will produce highly skilled science and mathematics classroom practitioners who can adapt to the ever-changing technological trends in local communities and internationally.
The BUSE and the SA qualifications consist of the following comparable compulsory modules.

Research Project compares with Research Report and Contemporary Trends in Researching Mathematics Education in SA qualification.

Curriculum Design Implementation and Evaluation compare with Assessment Trends in Mathematics Education in SA qualification.

Pedagogics in the Teaching Subject (Mathematics) compares with Mathematics and Mathematical Literacy Education in SA qualification.
> Curriculum Issues in Science Teaching and Learning compares with Decolonising Mathematics Education, Mathematics and Mathematical Literacy Education in SA qualification.

Differences:

The BUSE qualification is offered in two years of full-time study, whereas the SA qualification, is offered in one-year full-time.

The BUSE qualification requires a Certificate in Education/Diploma in Education (Secondary Level) or other recognizable teaching qualification whereas the SA qualification requires applicants who completed the undergraduate degree in the cognate field.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Education Management and Leadership, NQF Level 8.

Bachelor of Science Honours in Mathematics, NQF Level 8.

Vertical Articulation:

Master of Education in Educational Leadership and Management, NQF Level 9.

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.	MANCOSA Pty (Ltd)