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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Mathematics Education 
SAQA QUAL ID QUALIFICATION TITLE
97682  Bachelor of Education Honours in Mathematics Education 
ORIGINATOR
Nelson Mandela University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  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-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

Registered-data under construction

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

 

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Education (BEd) Honours in Mathematics Education is to prepare learners for research-based postgraduate studies in Mathematics Education. It is designed to consolidate and deepen a learners` knowledge and to develop research capacity in the methodology and techniques of the field. It is envisaged that this qualification would develop an innovative, socially responsible, reflective and reflexive researcher who is able to demonstrate a critical understanding of contemporary, historical and socio-political issues as well as scholarly research in Mathematics Education. In addition, the learners will be equipped to read and write critically and to design and implement a research process relevant to the field of study. Hence, the Exit Level Outcomes and the Associated Assessment Criteria are designed to prepare learners for a high level of theoretical engagement and intellectual independence to engage with the issues and challenges in Mathematics Education.

Rationale:
The Bachelor of Education (BEd) Honours in Mathematics Education intends to address the continuing professional development needs of educators with a focus on the development of researching Mathematics Education. Given the current issues in the South African educational environment, it has become increasingly important for educators to critically engage with concerns related to education and be equipped to develop "new" knowledge through research. Hence the development of educators as researchers is imperative both in classrooms and across the broad educational landscape. Thus this qualification aims to encourage and support a vibrant research, scholarship and innovation culture by providing educators with skills that strengthen their capacity to identify, conduct and develop research-based solutions to challenges experienced in Mathematics Education in particular.

The career trajectory of learners choosing this field of specialisation would lead to further postgraduate qualifications (MEd and PhD), all aimed at researcher development. Hence the BEd Honours in Mathematics Education serves as the initial preparatory ground that will eventually support independent research by learners at a postgraduate level. "By virtue of their mandate as public entities, universities should serve as creative pathfinders in terms of the improvement of the overall quality of education. Therefore there is a need for universities to adopt and nurture educators and schools located within their geographic regions to address inadequate learner performance," (Ramaila, cited by Moodley, p. 3, 2014) In the BEd Honours in Mathematics Education, this would be achieved through the development of research capacity through which new knowledge that is created from basic research. This would also contribute to national research and development needs, the provincial growth and development plan (PGDP) and the Regional System of Innovation (RIS) in the Eastern Cape. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL will be applied in terms of the institution's Policy on RPL which involves inter alia that a committee be set up to consider individual cases to evaluate the portfolios of evidence outlining the knowledge, competences and skills at NQF level 8 in order for the candidate to be granted credit in the Honours programme. In addition, if candidates have completed relevant module(s) at NQF Level 8, opportunities will be created to enable them to receive credits for these modules.

Entry Requirements:
Admission requirements for the qualification:
  • Four Year BEd Degree.
    Or
  • Bachelors Degree (e.g. BSc) plus an advanced Diploma in Teaching (or a recognised professional teaching qualification).
    Or
  • A four year Higher Diploma in Education.
    Or
  • An Advanced Diploma in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Modules at NQF Level 8, 120 Credits:
  • Curriculum Studies, 12 Credits.
  • Research in Education, 24 Credits.
  • Philosophical Issues in Mathematics Education, 12 Credits.
  • Socio-cultural Issues in Mathematics Education, 12 Credits.
  • Teacher Identities in Educational Contexts, 12 Credits.
  • Learning Issues in Mathematics Education, 12 Credits.
  • Research Project in Mathematics Education, 36 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Reflect critically on contemporary theories in Education in general, and in the field of Mathematics Education, in particular.
    2. Engage in disciplinary discourses related to contextual issues in socially responsible ways.
    3. Identify and compare various research paradigms and methodologies.
    4. Conduct independent research/inquiry in Mathematics Education culminating in a research treatise. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Contemporary issues in Education and in Mathematics Education in particular are critically identified.
  • Contemporary issues in Mathematics Education are reflectively written upon.

    Associated Assessment Criteria Exit Level Outcome 2:
  • Contextual issues through the medium of disciplinary discourse are explained.
  • Socially responsible attitudes through the nature of their research projects and in their reflective writing are displayed.

    Associated Assessment Criteria Exit Level Outcome 3:
  • Characteristics of various approaches to research are identified.
  • Various approaches to research are compared.
  • The philosophical underpinnings of different research paradigms are described.
  • The appropriateness of various research methodologies to particular research problems is assessed.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Research on critical contemporary issues in Mathematics Education is conducted.
  • A research problem is identified.
  • Appropriate literature is consulted.
  • Methodologies that are appropriate to addressing the research problem are selected.
  • Data collection and analysis is undertaken.
  • A written record of the findings of the research undertaken is produced.

    Integrated Assessment:
    The qualification complies with the institution's Assessment Policy with a focus on assessment for and as learning in formative assessment and of learning in the summative component of the assessment. A variety of formative assessment strategies (for e.g. assignments, seminar presentations, contribution to discussion forums, short tests etc.) will be used to develop learners' literacy and research skills as well as their comprehension and interrogation of key themes/concepts in each module.

    The approach employed for formative assessment will be developmental to enable learners to engage with theoretical perspectives and understandings as well as master literacy and research skills. The formative assessments will build learners' capacity to develop proficiencies in designing their research proposal, carrying out the research. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability study for the Bachelor of Honours Mathematics Education NQF Level 8 was conducted against international qualifications best known to offer education with specialisation in mathematics in countries such as United Kingdom and Australia.

    The Bachelor of Science Mathematics with Education (Hons) offered in the United Kingdom is a qualification aimed at equipping learners in teaching mathematics with our expert staff and world leading researchers. Learners will gain a solid foundation in mathematical and statistical modules, while the final year combines educational theory and school experience. Time spent in the classroom will give learners the skills, knowledge and confidence to progress or move into one of many careers where high-level mathematical skills are essential.

    Description of Mathematics with Education (Hons):
  • Gain high level understanding of modern pure and applied mathematics, probability and statistics and enjoy an ideal preparation for educators training courses.

    Benefits of the qualification:
  • Learners will benefit from being taught by leading researchers and the expert staff from the Centre for Teaching Mathematics who led the Further Mathematics Support Programme in the South West.
  • Sharpen their knowledge of education theory with an in depth individual project and give yourself an ideal preparation for teacher training courses.
  • Learners will develop their oral and written professional communications skills.
  • The institutional tutorial system and the school placement will particularly strengthen communication skills and greatly enhance your employability.
  • Help others learn by taking part in the qualification of mathematics outreach and educational research work.
  • Progress with a qualification accredited by the Institute of Mathematics and its Applications that sets you on the path to Chartered Mathematician (CMath) status.
  • Progress with the flexibility to change to other mathematics degrees at the end of the first and second years.
  • Stand out with a strong skill and knowledge base which will open up many mathematical careers to you.

    This qualification is also having the research component similar to the current one. The qualification is also offered in contact mode similar to the current one.

    In Australia a Bachelor Education with Professional Honours is designed to meet the needs of professionals and learners seeking in depth professional learning in education. The qualification includes opportunities to study modules across a range of specialisations, as well as options for independent study and practice projects and the development of research skills in educational enquiry.

    Upon completion of the Bachelor of Education with Professional Honours learners will be able to:
  • Demonstrate advanced theoretical and practical knowledge in the provision of quality education.
  • Critically analyse, evaluate and transform research findings as well as professional and personal experience to improve educational practice in a range of contexts.
  • Analyse, generate, communicate, and critically reflect on responses to complex problems.
  • Communicate effectively with diverse professional and scholarly communities across a range of platforms.

    This qualification is similar with the current qualification with duration and the research component which the learner has to perform.
    Bachelor of Science (Honours) Mathematics offered in Sydney, this qualification encourages independence in learning and research; further develops academic ability, provides the opportunity to pursue undergraduate studies to a more advanced level, deepen intellectual understanding in the major field of study and develop research skills. An Honours degree is a recognised point of entry into postgraduate research studies at PhD level. If a career in industry is sought, Honours enables study to a more advanced level with a higher qualification. The qualification has the opportunity for direct commercial and industrial involvement with a diverse range of organisations through the provision of and joint supervision of research projects.

    The qualification also is similar with the one year duration with the current one and with the research component to be completed as part of the studies.

    Conclusion:
    The Bachelor of Honours Mathematics Education qualification was compared to international qualifications also specialising in mathematics and was found to be comparable in terms of purpose and duration. In addition all these qualification explore the research component in the field of mathematics to enhance knowledge and skill for learners. Modular content based on the research component. 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates horizontally and vertically as follows:

    Horizontal Articulation:
  • Bachelor of Education Honours in Science Education at NQF Level 8.

    Vertical Articulation:
  • Master of Education in Mathematics Education at NQF Level 9.
  • Master of Education in Educational Management at 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. Nelson Mandela University 


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