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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Mathematics Education 
SAQA QUAL ID QUALIFICATION TITLE
122723  Postgraduate Diploma in Mathematics Education 
ORIGINATOR
Stellenbosch University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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
Registered  EXCO 0526/24  2024-08-22  2027-08-22 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-08-22   2031-08-22  

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:
According to the Minimum Requirements for Teacher Education Qualifications (MRTEQ) (2015), the purpose of a Postgraduate Diploma is to strengthen and deepen the learners' knowledge in a particular discipline or profession. The primary purpose of the Postgraduate Diploma in Mathematics Education is to enable working professionals to undertake advanced reflection and development by means of a systematic survey of current thinking, practice, and research methods in the specialisation area. The qualification demands a high level of theoretical engagement and intellectual independence, and in an appropriate field of specialisation and would prepare an educator for an advanced leadership position in that field.

The qualification is targeted primarily at Mathematics teachers within all phases who are preparing to involve themselves in advanced reflection and development by engaging in current thinking, practice and research methods for advanced professional leadership positions within the field of mathematics teaching and education.

The qualification aims to achieve the following outcomes:
  • Creating engaged citizens who can lead teaching and learning in Mathematics Education at the school and district levels; and develop strategic and responsive curricula considering the socio-cultural backgrounds of learners.
  • Creating dynamic professionals who can develop appropriate, context-relevant interventions and support strategies in the mathematics classroom; developing Information and Computer Technology (ICT) integration strategies for Mathematics Education; and developing professional learning communities within the school and region to share innovative teaching strategies.
  • Creating professionals with an enquiring mind, who can construct critically reflective and reflexive understandings of contemporary theories in education in general, and specifically in the field of mathematics education and employ specialised theoretical knowledge in the pedagogy of mathematics education; and establish the connections between conceptual, theoretical, and experiential knowledge/s conduct action research to inform instructional practice in mathematics education.
  • Creating well-rounded individuals, who can through professional learning communities of practice in mathematics education develop ass reflexive leaders and practitioners; and
    take responsibility for their own professional development in mathematics education.

    Rationale:
    The adoption of the new Higher Education Qualifications Sub-Framework (HEQSF) has necessitated the alignment of all higher education qualifications with the HEQSF. In addition, teacher education qualifications need to satisfy the demands of MRTEQ (Department of Higher Education and Training, 2015). The MRTEQ identifies three broad qualification pathways that educators may follow with a view to advancing their careers, of which one is a teaching and learning pathway for professionals.

    There is a need to develop teachers who are adaptable and reflexive so that they can function optimally in a complex educational context. This qualification envisions learners who can think critically and who possess the professional, technological, and cultural knowledge to function optimally in their respective diverse teaching contexts. In-service Mathematics teachers in the Further Education and Training (FET), Senior (SP) and Intermediate (IP) Phase also need to further develop their specific professional attributes and skills for the teaching profession. The qualification will include both practical knowledge and deep theoretical knowledge of the application of a constructivist approach in the classroom to enhance the quality of the contribution in these contexts.

    The qualification was developed in response to requests from Advanced Diploma graduates and the Provincial Basic Education Departments to create vertical articulation opportunities for teachers. The qualification will afford the working professional educators an opportunity to involve themselves in advanced reflection and development by means of a systematic survey of current thinking, practice, and research methods in an area of specialisation in their profession, or in a sub-field of education. An Honours degree typically aims to specialise learners in a specific field, helping to prepare learners for research and postgraduate study, whereas this qualification enables learners to develop in-depth, discipline-specific skills and applied competence in education, that will provide opportunities for personal intellectual growth and more purposeful employment options, whilst contributing to the creation of a more equitable society. As a result, the design of the qualification is practice-based teacher professional learning as a theoretical framework.

    The South African and international literature survey revealed serious questions regarding the format, the theoretical underpinning as well as the success of past and present professional learning initiatives aimed at enhancing the content and pedagogical knowledge of teachers. Steyn (2008), in his discussion on professional learning in South Africa, concludes that these initiatives has been shown to be unsuccessful since they fail to bring about significant change in the professional practice of teachers. International researchers echo the observations of South African researchers. Schwille, Dembele, and Schubert (2007) state in a UNESCO Report, Global Perspectives on Teacher Learning: improving policy and practice that professional development has been criticised as ineffective in improving instructional quality' (2007:103) and that dissatisfaction with continuing professional development of teachers is widespread.' (2007:105). The similarity in their findings continues when they list the following as main points of criticism against teacher learning as those being highlighted in-country background reports prepared for the OECD: fragmented, unrelated to teaching practice and lacking intensity and follow-up. Villegas-reimers (2003:63) comes to a similar conclusion after an international literature review on Teacher professional development when she concludes. In most parts of the world, the majority of in-service qualifications are too short, too unrelated to the needs of teachers, and too ineffective to upgrade teaching professional knowledge and practice.

    Kennedy (2016:15) recommends that colleges and universities [D]evise teacher education curriculum and pedagogy is defined in terms of bodies of knowledge so that it fits in an institution's context, explicitly addresses the persistent challenges of teaching so that it can overcome novices' naive conceptions of teaching, and relies heavily on representations of teaching practice that enable novices to learn to see the relationships between means and ends. A curriculum and pedagogy to minimise the theory-practice gap should not just be applicable to novice teacher training qualification but also applicable to all teacher professional learning programmes, whether already teaching or still busy with pre-service training. Extending on the notion of using practice theory within professional learning programmes as a mechanism to bridge the theory-practice gap in teacher professional learning programmes leading researchers such as Timperley (2008), Boud and Rooney (2011) and Raelin (2007) suggest that professional learning should be based on practice theory; a professional learning approach that calls for a combination of theory and practice. A kind of teaching and learning for teachers in which teachers become serious learners in and around their professional teaching practice rather than superficially implementing strategies and activities learnt at workshops.

    Korthagen, Loughran, and Russell (2006) and Ball (2000) suggest creating collegial and collaborative spaces to mediate learning socially through self-reflection and sharing. This helps teachers to build their experience and thus create an organically evolving pedagogy of appropriate professional practices within various contexts, consequently reducing the dichotomous nature of theory and practice. Jeram and Davids (2020, p.13) propose practice-based teacher professional learning "as an alternative mode of teacher education qualifications to bridge the theory-practice divide, wherein the focus is on learning that is continuous, intensive, contextual (situated), socially mediated, supportive and embodied.

    As such the shift to practice-based learning implies a shift to thinking of learning through participation in a professional practice which, according to Gherardi (2001), enables the institution to focus on the fact that, in everyday practice, learning takes place in -the flow of experience, with or without our awareness of it. In Gherardi's view, a practice is a system of activities in which knowing is not separate from doing while learning is a social and participate activity rather than merely a cognitive activity. Participating in practice is consequently a way to acquire knowledge in action but also to change or perpetuate such knowledge and to produce and reproduce society. This positioning lies at the heart of the teacher's professional learning process as a strategy to bridge the gap between theory and practice, which is required for teacher practitioners to meet the exit-level outcomes of the qualification.

    The qualification thus provides a structured professional learning pathway for current and aspirant mathematics teachers within the theoretical framework of practice-based professional learning, that will equip them with the knowledge and competencies to manage their professional teaching practice effectively and in alignment with national goals. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL will be applied according to the institutional RPL and CAT regulations as well as the Faculty of Education's Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT) procedure (2016).

    RPL for access:
  • Applicants seeking access to a postgraduate qualification but who do not hold a requisite undergraduate degree may be admitted by RPL if they are able to satisfy the requisite RPL criteria.
  • For RPL applications, a portfolio of learning should be submitted, clearly stipulating for which qualification admission is requested.
  • Applicants may be given advanced standing but without the award of the primary qualification(s).
  • RPL can be applied, however no more than 10% of the cohort can be admitted through an RPL process.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification.
  • For RPL applications, a portfolio of learning should be submitted, clearly stipulating for which module exemption is requested.
  • A maximum of half of the total credits can be exempted through RPL, for example, 60 of the 120 credits.

    RPL for credits:
  • 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.
  • Horizontal transfer of credits will not be possible between this qualification and the Bachelor of Education Honours offered as the modules do not overlap enough.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education, NQF Level 7, 480 Credits with a cognate specialisation in Mathematics as a major subject up to fourth year.
    Or
  • Bachelor's degree, NQF level 7, 360 Credits with a cognate qualification in Mathematics.
    And
  • Postgraduate Certificate in Education, NQF level 7.
    Or
  • A four-year professional teaching qualification(s), NQF Level 7.
    And
  • Advanced Diploma, NQF Level 7, 120 credits with a cognate qualification in Mathematics. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 8, 120 Credits:
  • Theories in Mathematics Education, 15 Credits.
  • Introduction to Educational Research, 15 Credits.
  • Introduction to Neurocognitive Study, 15 Credits.
  • Comparative Studies (Math Education), 15 Credits.
  • Curriculum Studies and Instructional Design (Math Education), 40 Credits.
  • Instructional Leadership Education, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to lead teaching and learning in Mathematics Education at the school and district level.
    2. Demonstrate the ability to develop strategic and responsive curriculum considering the socio-cultural backgrounds of learners.
    3. Demonstrate the ability to develop appropriate, context-relevant interventions and support strategies in the mathematics classroom.
    4. Demonstrate the ability to develop ICT integration strategies for Mathematics Education.
    5: Demonstrate the ability to develop professional learning communities within the school and region to share innovative teaching strategies.
    6: Demonstrate the ability to construct critically reflective and reflexive understandings of contemporary theories in education in general, and specifically in the field of mathematics education.
    7: Demonstrate the ability to employ specialised theoretical knowledge in the pedagogy of mathematics education.
    8: Demonstrate the ability to establish the connections between conceptual, theoretical, and experiential knowledge/s.
    9: Demonstrate the ability to conduct action research to inform instructional practice in mathematics education.
    10. Demonstrate the ability to develop as reflexive leaders and practitioners through professional learning communities of practice in mathematics education.
    11. Demonstrate the ability to take responsibility for their own professional development in Mathematics Education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Develop a conceptual framework of instructional leadership, on how to support mathematics or science teachers in the context.
  • Appropriately discuss how school structures, systems, and procedures impact curriculum delivery and how they would act accordingly in their context.
  • Provide leadership in the implementation of the curriculum and guidance on the development of innovative learning programmes and resources, teaching, learning and assessment methods.
  • Monitor and evaluate learner achievement, policy development and facilitate curriculum development.
    Effectively collaborate with stakeholders to build a shared vision for mathematics education improvement.
  • Appropriately evaluate innovative strategies to support teacher development and growth in instructional practices.
  • Analyse and utilise data to inform decision-making and drive improvement in mathematics outcomes.
  • Engage with experts, thought leaders and critical friends in Mathematics or Science Education to find appropriate support for school improvement in their context.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Correctly describe the key features of the curriculum and how these impact planning, teaching, and assessment practices in the context.
  • Find, accurately compare, and appropriately review relevant documented literature about different approaches in mathematics education that included the depth of understanding of pedagogical views on mathematics education in countries that rank very high, or very low, in the TIMMS assessment.
  • Find, accurately compare, and appropriately review relevant documented literature about different approaches to mathematics education that included the depth of understanding of pedagogical views on mathematics education in South Africa.
  • Accurately compare and motivate the selection of the different approaches that will enhance best teaching practice in context.
  • Critically describe how the understanding of cognition and how the brain learns and influences how they perceive their learners to learn.
  • Design and explain classroom activities that can create a nurturing, although challenging environment in the mathematics or science classroom to support learners to learn optimally.
  • Design and explain classroom procedures that are cognisant of the information processing model to support learning and retention during a learning episode in a science or mathematics classroom.
  • Create and implement effective instructional strategies to meet diverse learner needs.
  • Re-conceptualise Kolb's experiential learning cycle by linking it to a biologically driven teaching model.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Thoroughly explain various learning theories and cognitive processes and use this information to design and implement effective instructional strategies.
  • Integrate formative and summative assessment purposefully to enhance student learning and inform teaching.
  • Create engaging and inclusive learning environments that promote critical thinking,
    problem-solving, and student achievement.
  • Apply flexible pedagogical approaches to address diverse learner needs and optimise learning outcomes.
  • Develop and implement effective instructional strategies to support learners in overcoming conceptual challenges and making progress.
  • Utilise technology and digital tools strategically to enhance teaching and learning experiences.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Accurately integrate digital formative and summative assessment events into a pedagogically sound lesson plan.
  • Correctly construct diagrams comparing and differentiating between Technological Pedagogical Content Knowledge (TPCK), Substitution, Augmentation, Modification, and Redefinition (SAMR) and Teacher's Implementation Guide (TIG).
  • Correctly transfer knowledge of learning and teaching theories to design lessons to encourage an active learning approach.
  • Create appropriate basic Mathematics simulations/animations and videos as well as
    mathematics-digital formative and summative assessment events/tasks.
  • Design and correctly explain maximum likelihood estimation (MLE) activities for their science or mathematics classroom context.
  • Create and explain formative assessment activities that will develop critical thinking in the science or mathematics classroom.
  • Design a lesson plan that builds critical thinking and metacognitive processes into instruction in a science or mathematics classroom.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Clearly articulate how to facilitate the creation of collaborative learning communities focused on enhancing mathematics teaching and learning.
  • Design an appropriate conceptual framework for effective professional development programmes to address identified teacher needs.
  • Critically evaluate how school structures, systems, and procedures impact curriculum delivery and how they would act accordingly in the context.
  • Thoroughly explain how to build capacity among teachers to become leaders and mentors within their schools and communities.
  • Illustrate how to foster a culture of inquiry and reflective practice among educators.
  • Critically evaluate the impact of professional learning communities on teacher growth and student achievement.
  • Articulate how to provide leadership in implementing the curriculum and guidance on developing innovative learning programmes and resources, as well as teaching, learning, and assessment methods.
  • Competently monitor and evaluate learner achievement, policy development and facilitating curriculum development and provide appropriate leadership and constructive advice to others in doing so.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Accurately evaluate academic texts to determine if they are current, relevant, and accurate while summarising the text to identify the main points of interest.
  • Correctly paraphrase original texts.
  • Thoroughly compare and differentiate between different research methodologies.
  • Correctly describe concepts and theories in their own words.
  • Accurately and thoroughly explain and characterise concepts and theories regarding their relationship to/contrast with each other.
  • Create an appropriate argument for a specific theory based on an examination previously done.
  • Correctly conclude which concepts/learning theories they believe are most appropriate in the given context.
  • Accurately compare the different mathematics theories used in mathematics education and recognise which mathematics education theories are represented in examples of learning and assessment activities provided.
  • Analyse which mathematics education theories are represented in his/her own teaching practice.
  • Critically review the literature on mathematics theories in education and apply it to confirm arguments in their writing.
  • Critically and accurately analyse the learning theories and develop HLTs to demonstrate an understanding of learning and teaching theories.
  • Accurately explain and characterise concepts and theories in how they relate to/contrast.
  • Create an appropriate argument for a specific theory based on an examination previously done.
  • Correctly conclude which concepts/learning theories they believe are most appropriate in the given context.
  • Correctly compare the different mathematics theories used in mathematics education.
  • Recognize which mathematics education theories are represented in examples of learning and assessment activities provided.
  • Analyse which mathematics education theories are represented in his/her own teaching practice.
  • Critically review the literature on mathematics theories in education and apply it to confirm arguments in their writing.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Design and develop a variety of instructional materials, including:
    > High-quality lesson plans incorporating learning theories and activities.
    > Formative and summative assessment tools.
    > Mathematical modelling activities.
    > Professional development plans.
    > Conceptual frameworks for specific mathematics topics.
  • Design and develop engaging, learner-centred learning environments that foster critical thinking and problem-solving.
  • Accurately explain learning theories and cognitive processes and use this knowledge to inform instructional decisions.
  • Create and implement effective instructional strategies to meet diverse learner needs.
  • Utilise a variety of teaching approaches (e.g., constructivist, collaborative, inquiry-based) to optimise learning.
  • Employ formative and summative assessments to inform instruction and monitor student progress.
  • Reflect on and refine teaching practices based on evidence of student learning.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Design HLTs for certain topics in Mathematics Education.
  • Design lesson plans and activities that include related learning activities that are based on the use and application of the learning theories used in Mathematics Education.
  • Design activities for Mathematical Modelling.
  • Develop conceptual frameworks for effective teaching and learning of certain topics in Mathematics Education
  • Develop appropriate learning and assessment activities that are supported by the learning theories used in mathematics education.
  • Design a conceptual framework for teaching and learning that best describes his/ her current teaching practice.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Accurately evaluate academic texts to determine if they are current, relevant, and accurate.
  • Thoroughly compare and contrast different research methodologies.
  • Correctly summarise, paraphrase, and describe key concepts and theories from academic texts.
  • Critically analyse and synthesise research findings to form informed arguments.
  • Locate, evaluate, and utilise relevant research to support professional development.
  • Develop an appropriate professional development plan based on identified needs and goals.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Critically reflect on and evaluate own leadership practices.
  • Seek out and participate in professional development opportunities to enhance leadership skills.
  • Build strong relationships with colleagues and external partners to support continuous improvement.
  • Demonstrate a commitment to lifelong learning and stay current with mathematics education research and best practices.
  • Contribute to the broader field of mathematics education through research, publications, or presentations.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Critically analyse professional development theories, principles, and practices in mathematics education to inform personal growth.
  • Conduct a rigorous self-assessment of professional strengths, weaknesses, and development needs, aligning these with current research and best practice.
  • Develop and implement a Professional Development framework that articulates clear, measurable goals and evidence-based strategies to address identified needs, for own professional growth.
  • Engage in systematic and reflective practice to monitor progress, adjust professional development strategies, and measure impact on teaching and learning.
  • Effectively apply new knowledge and skills to enhance classroom practice, demonstrating evidence of improved student outcomes.
  • Provide expert guidance and mentorship to colleagues, fostering a culture of continuous professional learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    Institution: University of Newcastle
    Qualification Title: Graduate Diploma in Education
    NQF Level: Australia Qualifications Framework (AQF) Level 8
    Credits: 80 units
    Duration: 1 year full-time

    Entry Requirements:
    Admission is available for qualified teachers who have one of the following qualifications or equivalent:
  • Bachelor Honours Degree.
    Or
  • Bachelor Degree.
    Or
  • Diploma or Advanced Diploma plus two years' relevant work experience.
    Or
  • At least five years' demonstrable relevant work experience.

    Purpose:
    The Graduate Diploma in Education is intended for a practicing teacher or educator with a passion for learning and teaching Mathematics. This qualification will enhance the existing skills as a mathematics educator and enable learners to connect with the latest developments and research in the field.

    Learning Outcomes:
    On completion of the qualification, successful learners will be able to:
  • Apply a body of knowledge in a range of contexts to undertake professional/highly skilled work and as a pathway for further learning.
  • Apply advanced knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area.
  • Review, analyse, consolidate, and synthesise knowledge and identify and provide solutions to complex problems.
  • Think critically and generate and evaluate complex ideas.
  • Apply specialised technical and creative skills in a field of highly skilled and/or professional practice.
  • Apply communication skills to demonstrate an understanding of theoretical concepts.
  • Make high-level, independent judgements in a range of technical or management functions in varied specialised contexts.
  • Initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts with responsibility and accountability for personal outputs and all aspects of the work or function of others within broad parameters.

    Qualification stricture:
    The qualification consists of the following compulsory and elective modules.

    Compulsory Modules, 10 Units:
  • Advanced Studies in Education, 10 units

    Elective Modules, 70 units (Choose any 7 modules from the following list):
  • Mathematics Curriculum Studies 1, 10 units comparable to Curriculum Studies and Instructional Design (Math Education).
  • Mathematics Curriculum Studies 2, 10 units comparable to Curriculum Studies and Instructional Design (Math Education).
  • Mathematics Curriculum Studies 3, 10 units comparable to Curriculum Studies and Instructional Design (Math Education).
  • Mathematics Curriculum Studies 4, 10 units comparable to Curriculum Studies and Instructional Design (Math Education).
  • Mathematics Curriculum Studies 5, 10 units comparable to Curriculum Studies and Instructional Design (Math Education).
  • Mathematics Curriculum Studies 6, 10 units comparable to Curriculum Studies and Instructional Design (Math Education).
  • Integrated Fieldwork Studies, 10 units.
  • The Adolescent Learning Environment, 10 units.

    Similarities:
  • The University of Newcastle (UN) and the South African (SA) qualifications are offered over one year of full-time study.
  • The UN and SA qualifications are registered at AQF/ SA NQF Level 8.
  • Both qualifications require applicants who completed the Bachelor of Education.
  • Both qualifications consist of high-level engagement with theoretical ideas, concepts, and policy to develop strong critical thinking and reflective skills to solve complex challenges within education.
  • The UN and SA qualifications are intended for mathematics teachers who want to develop their research capabilities.

    Differences:
  • The UN qualification consists of 80 units whereas the SA qualification consists of 120 credits.
  • The UN qualification consists of compulsory and elective modules while the SA qualification consists of compulsory modules and no elective modules.

    Country: Ireland
    Institution: University College Dublin
    Qualification Title: Professional Diploma in Mathematics for Teaching
    NQF Level: National Framework of Qualifications (NFQ) Level 8
    Credits: 60 credits
    Duration: One year full-time

    Entry Requirements:
  • This qualification is intended for applicants who hold a lower second-class honours or higher undergraduate degree with at least 10 credits of university-level mathematics.
  • Participants must be qualified post-primary teachers fully registered with the Teaching Council Registration Regulation 4 of the Teaching Council (Registration) Regulations 2009 up to 25th July 2016 or Route 2 of the Teaching Council (Registration) Regulations 2016 and The Teaching Council (Registration) (Amendment) Regulations 2016 thereafter and can provide proof of registration.

    Purpose:
    This qualification aims to act as an enhancement course for developing high-quality mathematics educators. It intends to address mathematical content knowledge along with exploring mathematical practices for teachers and highlighting current national and international issues in mathematics education.

    The qualification is suited to mathematics educators at all levels of the education system, but particularly second-level teachers. It is also for other suitably qualified professionals working in mathematics education, training, and support. The qualification is rooted in practical experience while emphasising the theoretical study of education. Overall, the strand aims to integrate theory with practice and is intended for practitioners who wish to gain a comprehensive and contemporary understanding of mathematics education through a research-based qualification.

    On completion of the qualification, graduates will:
  • Gain sufficient grounding in the theories and issues in the education world.
  • Engage with concepts, principles, and values from a wide range of academic genres and disciplines.
  • Evidence of an enhanced aptitude for continued self-directed learning as well as collaborative learning.
  • Critically assess certain key theoretical, policy, and practical approaches to education as informed by the cognate disciplines of education and prevailing influences on educational practice.
  • Integrate knowledge and reflect on wider disciplinary constructs during their study.
  • Develop appropriate academic writing and communicative skills.

    Modules:
  • Studies in Mathematics Education comparable to Theories in Mathematics Education
  • Theories for Inclusive Education in Mathematics and Science
  • Best Practices in Mathematics Education comparable to Comparative Studies (Math Education
  • Current Debates in STEM Education

    Similarities:
  • The University College Dublin (UCD) and the South African (SA) qualifications are offered over one year of full-time study.
  • Both qualifications are registered at NFQ /SA NQF Level 8.
  • Both qualifications compare favourably in terms of the exit-level outcomes.
  • Both qualifications have a strong research capacity-building component to ensure that solutions to challenging educational problems are driven by research and not merely by observable factors.
  • The UCD and SA qualifications demand high levels of self-directed learning and collaborative learning.

    Difference:
    The UCD qualification has 60 credits while the SA qualification has 120 credits. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.
    Horizontal Articulation:
  • Bachelor of Education Honours in Mathematics, NQF Level 8.
  • Bachelor of Education Honours in Mathematics Education, NQF Level 8.
  • Bachelor of Education Honours in Curriculum Inquiry, NQF Level 8.
  • Bachelor of Education Honours in Education Development and Democracy, NQF Level 8.
  • Bachelor of Education Honours in Educational Support, NQF Level 8.
  • Bachelor of Education Honours in Foundation Phase Education, NQF Level 8.
  • Bachelor of Education Honours in Language Education, NQF Level 8.
  • Bachelor of Education Honours, NQF Level 8.
  • Postgraduate Diploma in Education, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Curriculum Studies, NQF Level 9.
  • Master of Education in Education Policy Studies, NQF Level 9.
  • Master of Education in Educational Support, NQF Level 9.
  • Master of Philosophy in Lifelong Learning, NQF Level 9.
  • Master of Education in Mathematics Education, NQF Level 9.
  • Master of Science in Mathematics, NQF Level 9.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    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.
     
    NONE 


    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.