Advanced Diploma in Education in Intermediate Phase Mathematics Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The primary purpose of this qualification is to provide a learning pathway enabling teachers who have completed a Bachelor of Education (BEd) Degree or an appropriate first Degree capped by an appropriate Postgraduate Certificate in Education (PGCE), or a Pre-2009 Higher Diploma in Education, which will have focused on developing their subject content knowledge, to deepen their understanding of how to teach school mathematics more effectively. The qualification will therefore seek to:
- Provide students with a deeper understanding of technical and pedagogical content knowledge for the effective teaching of school mathematics in diverse contexts.
- Apply theories and action research in Mathematics Education relevant to school mathematics.
- Expose students to strategies that will enable students to teach mathematics in a variety of ways.
- Demonstrate competence to teach mathematics through problem-solving.
- Develop the ability to integrate the various strands of mathematics into a coherent, deep conceptual understanding of mathematics as a discipline and its role in society.
- Broaden teaching and learning horizons by using appropriate technology/Information and communications technology (ICT) effectively.
This qualification seeks to transcend the standard or traditional way of teaching mathematics in a move towards more learning-and learner-centred teaching methods. It aims to develop and consolidate appropriate disciplinary, practical, pedagogical, and situational knowledge in the field of mathematics education. In addition, it fosters self-reflexivity and subject reflexivity to gain a deeper understanding of the teaching of mathematics and the role of research in improving mathematics education.
The qualification also aims to nurture a commitment to developing mathematically proficient learners who can solve problems independently and collaboratively, while promoting the integration of subject knowledge in the various strands of school mathematics. Moreover, it aims to develop competencies in using appropriate technology to enhance learner engagement in the mathematics classroom.
It is envisaged that learners who achieve the Exit Level Outcomes will become innovative in the field of mathematics education.
Rationale:
Intermediate Phase teachers in South Africa are trained as generalists and may lack the necessary in-depth study of mathematical knowledge and pedagogical content knowledge essential for quality teaching. The Advanced Diploma in Education (ADE) is specifically designed to educate (Intermediate Phase) mathematics teachers to become more proficient in the teaching of mathematics. This qualification targets lead teachers, subject specialists, and teachers lacking sufficient training in mathematics education, providing a focused and applied specialization that meets a specific niche in the labor market.
The ADE (IP Mathematics) is designed for continuing professional development, offering a deep understanding of current thinking, practice, theory, and methodology in Mathematics Education. It also prepares learners for postgraduate study by deepening their knowledge and understanding of theories, methodologies, and practices in specific academic disciplines and fields, as well as honing their ability to resolve complex theoretical and practice-related problems.
The qualification aims to make a difference in education through Mathematics teaching, benefiting primary school learners, who proficient in Mathematics, have better opportunities to succeed in secondary school and tertiary education. As the qualification emphasizes problem-solving, graduates are anticipated to become leaders in Primary Mathematics, providing learners with conceptual understanding and reasoning skills to solve both mathematical and real-life problems effectively.
In conclusion, the ADE (IP Mathematics) is not only geared towards enhancing teaching practices but also towards fostering a deeper understanding of mathematics and its application, thereby contributing to the development of mathematically proficient learners and potentially impacting the economy in the long run.
Outcomes
- Transcend the standard or traditional way of teaching mathematics in a move towards more learning-and learner-centered teaching methods.
- Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge in the field of mathematics education.
- Foster self-reflexivity and subject reflexivity to gain a deeper understanding of the teaching of mathematics and the role of research in improving the teaching of mathematics.
- Nurture commitment to the ideals of developing mathematically proficient learners who can solve problems independently and collaboratively.
- Promote and develop the dispositions and competences to integrate subject knowledge in the various strands of school mathematics.
- Promote and develop the dispositions and competences to make appropriate use of appropriate technology to enhance learner engagement in the mathematics classroom.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Selecting, sequencing, and pacing learning effectively for Mathematics teaching
- Using a range of teaching, learning, and assessment strategies for diverse learning needs
- Teaching mathematical concepts to promote learner engagement and deep understanding
Associated Assessment Criteria for Exit Level Outcome 2:
- Adapting educational principles to facilitate effective Mathematics learning for diverse learners
- Integrating Mathematical skills in other subjects or contexts
- Justifying practice with appropriate theory
Associated Assessment Criteria for Exit Level Outcome 3:
- Reflecting on and evaluating teaching, learning, and assessment practice
- Researching problems and using findings to improve practice
Associated Assessment Criteria for Exit Level Outcome 4:
- Critically analyzing lesson plans, learning programs, and assessment tasks
- Evaluating knowledge, skills, and values
- Using mediation styles for individual and group-based learner engagement
- Demonstrating a problem-solving approach to teaching Mathematics
Associated Assessment Criteria for Exit Level Outcome 5:
- Making educational judgements on real-world issues
- Justifying choices with pedagogical and mathematical theory
- Linking Mathematics learning to work, environment, and human rights issues
Associated Assessment Criteria for Exit Level Outcome 6:
- Selecting and using appropriate technologies for diverse learning needs
- Integrating technology effectively in teaching practice
Integrated Assessment:
- Assessing modules through Formative and Summative Assessment with an applied competence focus
- Assignments incorporating action research approaches
- Culminating in an action research project in the final module on Mathematics in Society.
Qualification Details
- Type
- Advanced Diploma
- NQF Level
- 07
- Min. Credits
- 120
- SAQA Source
- More Information
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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.