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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Mathematics Education 
SAQA QUAL ID QUALIFICATION TITLE
99581  Bachelor of Education Honours in Mathematics Education 
ORIGINATOR
University of Limpopo 
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  128  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   2031-06-30  

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 qualification is to empower teachers with the skills and methodologies to conduct classroom based research in Mathematics education. This qualification will also enable teachers to critically interrogate, reflect on and improve their Mathematics classroom practices. The qualification will provide a research approach to Mathematics teaching and learning based on classroom practices. The qualification focuses specifically on improving mathematics classrooms practices using empirical data and research based evidence.

As a result, the quality of Mathematics teaching and learning in the country will improve which will ultimately make a contribution to the global literature in the discipline of Mathematics Education.

Rationale:
Many leading industrialised nations, including those of the Pacific Rim, where learners perform particularly well, understand the effect of Mathematics education on the economy. It is also reported that many jobs require candidates to have a mathematical background and this requirement has increased significantly over the last 20 years and it will continue to do so, probably at an even faster rate. Consequently, the employment prospects of today's learners are highly dependent on their level of mathematical knowledge. This includes from those requiring basic and financial numeracy to those using high level Mathematics. Unless major changes are made to our Mathematics education we are risking our future economic prosperity. This qualification provides an opportunity to develop competent Mathematics Education teachers so which should enhance the mathematical competencies of learners. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
This qualification may be achieved in part through the recognition of relevant prior learning and experience as per the University's RPL policy. Appropriate assessment tasks and tools are designed to assess the individual candidates against the outcomes on a case by case basis, and detailed records are maintained.

RPL may be used to grant access to learners who do not meet the minimum entry requirements.

Entry Requirements:
The minimum admission requirements for the Bachelor of Education Honours in Mathematics Education Degree, is:
  • A Bachelor of Education, Level 4 in Senior Phase and/or Further Education and Training (FET) Phase Teaching.
    Or
  • An general Bachelor's Degree, Level 7 and a recognised Professional Teaching qualification (in Senior phase and/or FET phase teaching) in Mathematics Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification comprises compulsory modules at NQF Level 8, totalling 128 Credits.

    Compulsory Modules:
  • Research Project in Mathematics Education, 32.
  • Research Approaches in Mathematics Science and Technology Education, 24.
  • Teaching, Learning and Assessment in Mathematics, 24.
  • Philosophy and Nature of Mathematics Education, 24.
  • Contemporary Issues in Mathematics Education, 24. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Display and apply knowledge of Mathematics Education in practice.
    2. Conduct independent research in Mathematics education and report findings in academically appropriate ways.
    3. Develop essential knowledge, skills and attitude for assessing learner achievement. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Concepts, theories and approaches in Mathematics Education are analysed and synthesised to inform and deepen knowledge of teaching and learning processes (materials, curriculum, interactions, and assessment).
  • Individually or collaboratively knowledge and theory are applied, in designing and implementing professional practices (e.g. teaching, learning and assessment).

    Associated Assessment Criteria for Criteria for Exit Level Outcome 2:
  • Analyse, evaluate and apply knowledge of research in Mathematics Education with the view to conducting research that transforms classroom practice.
  • Relevant and current literature from a variety of sources on a selected topic in Mathematics education are analysed and evaluated.
  • Different research paradigms and methodologies are understood to enable the selection of tools and research designs that are appropriate for classroom-based research.
  • Knowledge of Mathematics Education and related research processes that impact on mathematics classroom practices are understood and analysed.
  • A research proposal on classroom practice is designed.
  • A research report in Mathematics Education is written.
  • Findings are communicated through an oral presentation and written report.

    Associated Assessment Criteria for Criteria for Exit Level Outcome 3:
  • Formulate clear and concise learning goals for learners.
  • Develop assessment instruments to measure the level of competence of learners.
  • Evaluate learners' performance using the assessment instrument.
  • Develop new approaches to teaching, learning and assessment of the subject to improve knowledge acquisition.

    Integrated Assessment:
    Learning and assessment are integrated to assess the Exit Level Outcomes within the qualification and to ensure a well-structured cohesive qualification. Assessments are based on formative assessments which are in place to ensure continuous learning and feedback is provided to the candidates.

    Summative assessments are used to make a judgment about the learning at the Exit Level Outcomes. Such assessments assess the candidate's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    Honours degrees are not usual offered internationally as most countries offer four-year bachelor's degrees with the fourth year devoted to honours level studies. This qualification compares well with qualifications from countries such as in Australia and the United Kingdom (UK).

    In the UK, the first Degree qualification has a duration of four years, in which the fourth year is considered at Honours level. Thus the fourth year was used in the comparability exercise. The Bachelor of Sciences (Honours) in Math Education is offered at the Open University (UK). This qualification has modules of pure Mathematics. the qualification offers opportunities to study specialised units in a specific field. In our case Pure Mathematics is covered in the first Degree while at Honours level the focus is on introducing practicing teachers to research and preparing them for further research at advanced level.

    In Australia the Bachelor of Teaching (Mathematics) (Honours) at the University of Newcastle is designed to develop the knowledge, skills and dispositions necessary for a successful career in teaching. The qualification aims to develop graduates who are teachers with the capability to act professionally, ethically and effectively in their secondary school classrooms. The graduates should also be insightful scholars with the capability to engage in rational enquiry into curriculum, policy and practice and be innovative leaders with the capability to play a constructive role in public discourse in education.

    In all these countries the Bachelor of Education (B.Ed) Honours Degree is meant to improve the quality of teachers, especially in research and in areas in which they facilitate learning.

    Conclusion:
    The qualifications compares well with qualifications internationally in terms of purpose, content and structure. 

    ARTICULATION OPTIONS 
    This qualification offers specific articulation opportunities with the following qualifications offered by the University of Limpopo. They are:

    Horizontal Articulation:
  • Bachelor of Education Honours, Level 8 (ID 79124).

    Vertically Articulation:
  • Master of Science in Mathematics, Level 9 (ID 81912).
  • Master of Education, Level 9 (ID 79137).

    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Bachelor of Education Honours, Level 8.
  • Bachelor of Education Honours in Science and Mathematics Education, Level 8.
  • Postgraduate Diploma in Mathematics Education, Level 8.

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


    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.