University of Johannesburg

Advanced Diploma in Mathematics Education

Education, Training and Development - Schooling

Purpose and Rationale

Qualification Overview

Purpose:

The purpose of this qualification is to strengthen, supplement, upgrade, and/or enrich Senior Phase Mathematics/Further Education and Training (FET) Mathematics/Mathematical Literacy teachers' knowledge, understanding, and skills in their existing specialization. The qualification offers intellectual enrichment and intensive, focused, and applied specialization in Mathematics/Mathematical Literacy. This qualification will provide a deep and systemic understanding of the current thinking, practice, theory, and methodology in Mathematics/Mathematical Literacy. It will guide teachers in developing an understanding of the nature of the subject discipline and acquiring pedagogic content knowledge. The qualified teacher will be able to teach Mathematics in the Senior/FET Phase or Mathematical Literacy. The curriculum covers theoretical and pedagogical components required for teaching Mathematics/Mathematical Literacy. The qualification comprises a knowledge mix consisting of four knowledge strands according to the Curriculum Assessment Policy Statements (CAPS), accompanied by four Pedagogical Content Knowledge (PCK) components.

The modules are broadly aligned to these knowledge strands to develop specialist skills of teachers in:

  • Using visual, symbolic, and language skills in Mathematics/Mathematical Literacy using descriptions in words, graphs, symbols, tables, and diagrams.
  • Collecting, analyzing, and organizing quantitative data to evaluate and critique conclusions.
  • Using mathematical process skills to identify, investigate, and solve problems creatively and critically.
  • Using spatial skills and properties of shapes and objects to identify, pose, and solve problems creatively and critically.
  • Participating as responsible citizens in the life of local, national, and global communities.

Rationale:

As Mathematics/Mathematical Literacy teachers develop in their practices and become more experienced, they are expected to make greater contributions with regard to subject expertise, academic leadership, and Continuing Professional Development (CPD). The need for professional development in specialized knowledge and skills in Mathematics/Mathematical Literacy teaching is crucial to address poor trends in international Mathematics and Science Study (TIMMS) results and disappointing mathematics results in South Africa.

The rationale for Continuing Professional Development (CPD) qualifications like this one is to help teachers gain deep subject matter knowledge, enhance pedagogical content knowledge, and make ideas accessible to learners. This qualification aims to assist teachers to become keystone teachers and provide them with opportunities to strengthen or supplement their existing specialization in either Senior Phase Mathematics, Further Education and Training (FET) Mathematics, or Mathematical Literacy. This qualification is phase and subject-specific and designed to address pedagogical content knowledge development of Mathematics/Mathematical Literacy teachers in different knowledge strands.

The completion of this qualification by teachers will benefit society by addressing the urgent demand for specialized Mathematics/Mathematical Literacy teachers with sufficient content knowledge and Pedagogical Content Knowledge (PCK). It will also help inspire and motivate learners to pursue careers in Science, Technology, Engineering, and Mathematics (STEM), contributing to economic growth and empowering more South African citizens to secure jobs.

Outcomes

  1. Interrogate practice by using theories and research findings in Mathematics Education.
  2. Analyse and use relevant Mathematics/Mathematical Literacy support materials, and demonstrate a sound grasp of the fundamental conceptual mathematical knowledge required for teaching Mathematics/Mathematical Literacy.
  3. Articulate and apply the different components of the Faculty's conceptual framework for teaching and learning, namely care, accountability, critical reflection and facilitating learning in diverse contexts.
  4. Commit to high ethical standards in the practice of Mathematics/Mathematical Literacy Education.
  5. Use a variety of teaching and learning approaches, such as inquiry-based learning in the classroom, in order to better address problem solving in Mathematics/Mathematical Literacy.
  6. Assist learners in their conceptual change and to address learner misconceptions effectively in the organising fields of learning.
  7. Function within a small online community of practice and to this effect use on-line technology, e.g. Blackboard (Ulink).

Assessment Criteria

Associated Assessment Criteria for Exit Level Outcome 1:

  • Use concepts and ideas about the nature of mathematics and mathematical activity and thinking.
  • Communicate learning theories in Mathematics Education, including associationism (behaviourism), rationalism (naturism), constructivism, and sociocultural theory.
  • Analyse research findings in Mathematics Education in published research on how current learning theories inform teaching.
  • Evaluate the consistency within theoretical arguments in the field of teaching and learning mathematics.
  • Organise theoretical arguments from different sources to synthesise new ideas.
  • Develop a level of mastery of discussing, explaining, and critically evaluating and interpreting the theories of learning and teaching in Mathematics Education.

Associated Assessment Criteria for Exit Level Outcome 2:

  • Identify and solve problems involving number patterns and sequences.
  • Apply knowledge of geometric series to solve annuity and bond repayment problems.
  • Understand working relationships between variables in terms of numerical, graphical, verbal, and symbolic representations of functions.
  • Prove and use trigonometry within a two-dimensional Cartesian co-ordinate system.
  • Investigate and prove theorems of geometry.
  • Collect, organise, and interpret numerical data.
  • Analyse resource materials in the Mathematics/Mathematical Literacy classroom.
  • Reflect critically on own practice and identify areas of growth in subject and pedagogical knowledge.

Associated Assessment Criteria for Exit Level Outcome 3:

  • Demonstrate care, accountability, critical reflection, and facility learning articulation in diverse contexts.
  • Apply current issues in Mathematics including multilingualism and affective constructs in teaching and learning of mathematics.

Associated Assessment Criteria for Exit Level Outcome 4:

  • Address sociocultural, economic, and political questions in evaluating performance of mathematics teaching.
  • Develop and integrate within own value system a consistent theory of learning and teaching mathematics.

Associated Assessment Criteria for Exit Level Outcome 5:

  • Determine the relationship between approaches to teaching and teachers' perspectives on mathematics.
  • Use inquiry-based learning strategies and heuristic methods in the classroom.
  • Interrogate problem-solving models, creativity, and teaching strategies.
  • Design, implement, and report on lesson plans.

Associated Assessment Criteria for Exit Level Outcome 6:

  • Foster conceptual change by understanding conceptual change theory and curriculum differentiation.
  • Accompany learners with learning difficulties or misconceptions.

Associated Assessment Criteria for Exit Level Outcome 7:

  • Submit and evaluate assessments via Black Board.
  • Participate in online discussions.
  • Video-stream mathematics lessons.
  • Use online technology software, such as Geo Algebra, to teach Mathematics/Mathematical Literacy.

Integrated Assessment:

  • Three summative assessment opportunities per semester module and at least seven per year module.
  • At least one substantial assessment opportunity towards the end of a module.
  • Formative assessment supports teaching and learning.
  • Summative assessments judge the level of competence of students.

Methods, Procedures, and Management of Assessment:

  • Range of summative assessment opportunities including tests, assignments, portfolios, etc.
  • Formative assessment provides feedback to students.
  • Final mark consists of at least three assessment opportunities.
  • Final summative assessment opportunity must be substantial.
  • Minimum module year mark of 40% required for admission to the final summative assessment opportunity.
  • Detailed feedback provided to students on continuous assessment tasks within fifteen working days.

Qualification Details

Type
Advanced Diploma
NQF Level
07
Min. Credits
120
SAQA Source
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University of Johannesburg
University of Johannesburg
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Description
The University of Johannesburg (UJ) is a public university located in Johannesburg, South Africa. It was established in 2005 through the merger of the Rand Afrikaans University, Technikon Witwatersrand, and the Soweto and East Rand campuses of Vista University. UJ is one of the largest universities in South Africa, with over 50,000 students enrolled across its four campuses. The university offers a wide range of undergraduate and postgraduate programs in various fields, including arts, humanities, sciences, engineering, business, and health sciences. UJ is known for its commitment to providing quality education, promoting social justice, and fostering innovation and entrepreneurship.

This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.