Bachelor of Education Honours in Mathematics Education
Education, Training and Development - Schooling
Purpose and Rationale
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.
- Consolidate and deepen learners' knowledge in the field.
- Develop research capacity in methodology and techniques of Mathematics Education.
- Produce innovative, socially responsible, reflective, and reflexive researchers.
- Foster critical understanding of contemporary, historical, and socio-political issues in Mathematics Education.
- Equip learners to read and write critically and design and implement relevant research processes.
The Exit Level Outcomes and Associated Assessment Criteria aim to prepare learners for high theoretical engagement and intellectual independence to address challenges in Mathematics Education.
Rationale:
The Bachelor of Education (BEd) Honours in Mathematics Education aims to:
- Address the professional development needs of educators in researching Mathematics Education.
- Develop educators as researchers to engage with educational concerns and produce new knowledge through research.
- Encourage a culture of research, scholarship, and innovation among educators.
- Strengthen educators' capacity to identify, conduct, and develop research-based solutions in Mathematics Education.
- Prepare learners for further postgraduate qualifications (MEd and PhD) to support independent research.
- Contribute to national research and development needs, provincial growth plans, and regional systems of innovation.
The program aligns with the mandate for universities to improve the quality of education and support schools within their regions, as highlighted by Ramaila (cited by Moodley, 2014).
In conclusion, the BEd Honours in Mathematics Education plays a crucial role in developing educators' research capacity, creating new knowledge, and contributing to national and regional educational development goals.
Outcomes
- Reflect critically on contemporary theories in Education in general, and in the field of Mathematics Education, in particular.
- Engage in disciplinary discourses related to contextual issues in socially responsible ways.
- Identify and compare various research paradigms and methodologies.
- Conduct independent research/inquiry in Mathematics Education culminating in a research treatise.
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 for 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 for 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.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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