Advanced Diploma in Education in Intermediate Phase Mathematics Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose
The core purpose of the Advanced Diploma in Education in IP Mathematics Teaching is as a Continuous Professional Development (CPD) qualification to further strengthen and enhance an existing specialization in IP Mathematics Teaching and to develop a new role or practice to support IP Mathematics Teaching and learning in education. The qualification will offer a two year, part time program of intellectual enrichment and intensive, focused and applied specialization, which meets the requirements of IP Mathematics Teaching. The qualification will provide the Advanced Diploma graduate with a deep and systematic understanding of current thinking, practice, theory and methodology in IP Mathematics Teaching in a complex and rapidly changing South African educational environment. The Advanced Diploma will further strengthen and enhance the existing specialization in Intermediate Phase Mathematics Teaching and to develop a new role or practice to support Intermediate Phase Mathematics teaching and learning as part of continued professional development.
The architecture and purpose as set out in the qualification does not only take the core purpose of Minimum Requirements for Teacher Education Qualifications (MRTEQ) Policy as a point of departure, but also on the premise that we want to afford educators the opportunity to strengthen their Pedagogical Content Knowledge (PCK). Schulman (1987) regards PCK as "the knowledge base for teaching". Lederman et al. (1997) stated the PCK requirements as content, curriculum, assessment and Pedagogical Knowledge of instruction as well as knowledge of how learning occurs. It will be clear that this happened in the Advanced Diploma in Education Intermediate Phase Mathematics Teaching qualification when learners are able to:
- Demonstrate an ability to take full responsibility for own work, decision-making, use of resources and understand of when to take limited accountability for the decisions and actions of others.
- Demonstrate an understanding of the role of instructional leadership in managing and leading subject and learning areas at school and classroom level.
- Demonstrate integrated knowledge of South African education systems and educational contexts as well as an understanding of educational policies, and be able to explain, evaluate and apply appropriate educational perspectives.
- Demonstrate integrated knowledge of how to apply modules in the educational environment and be able to identify, describe, and apply appropriate instructional methods.
- Apply an integrated knowledge of the fundamentals and skills of numbers, operations, relationships, patterns, functions, algebra, space, shape, measurement, statistics and probability in the South African educational context as well as an understanding of the current curriculum.
Rationale
The adoption of the new Higher Education Qualifications Sub-Framework (HEQSF) has necessitated the alignment of all higher education qualifications with the HEQSF. In addition, teacher education qualifications need to satisfy the demands of the Minimum Standards for Teacher Education Qualifications (MRTEQC) that was promulgated by Government Gazette Vol 553, Number 34467 on the 15th July 2011. The MRTEQC identifies three broad qualification pathways that educators may follow with a view to advance their careers, of which one is a teaching and learning pathway. This application serves all of these purposes.
Any qualification should have a clear logic and a sound theoretical underpinning aim. Key questions which need to be asked is: Who are our learners? What are the attributes that need to be developed to ensure that our learners meet the requirements? How do we ensure that these attributes are developed? And What is the profile of the in-service educator? We need to develop educators who are adaptable and reflexive so that they can function optimally in a complex educational context. The qualification envisions a learner who can think critically and who possesses the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts.
In-service Mathematics educators (in the Further Education and Training (FET), Senior (SP) and Intermediate (IP) phase) also need to further develop their specific professional attributes and skills for the teaching profession. It would thus not include only practical knowledge, but also deep-theoretical knowledge of the application of a constructivist approach in the classroom to enhance the quality of their contribution in these contexts. Ball and Bass (2000) define pedagogical content knowledge within a mathematics teaching context as follows: "Pedagogical content knowledge is a special form of knowledge that bundles mathematical knowledge with knowledge of learners, learning and pedagogy."
Silver et al (2007) states that there are three knowledge domains which form the basis of effective mathematics teaching, these are mathematics content, mathematics pedagogy and learner thinking. In previous years in North America, Silver et al (2000) states that these knowledge domains were treated as separate entities, that is mathematics content was taught separate to the mathematics pedagogy and many educators struggled to make the connections between the content and the pedagogy. Hill and Ball (2009), who built their work on Shulman's (1987) work on Pedagogy Content Knowledge (PCK), also purports that educators not only need subject matter knowledge but also the best pedagogy to teach that content knowledge. An approach that treats these knowledge domains as intertwined is referred to as the practice-based approach (Silver et al, 2007). Intertwined in the sense that they tie the knowledge domains to the workplace or site of teaching.
People who advocate this approach (Ball and Bass 2003; Little, 1993, cited in Silverman et al, 2007) argue "that learning experiences that are highly connected to and contextualized in professional practice can better enable mathematics educators to make the kinds of complex nuanced, judgments required in teaching. The modules for this Intermediate Phase (IP) Mathematics teaching qualification will be structured using this PCK framework described below and the practice-based approach described above. Educators also need to be subject specialists with a sound knowledge base with regards to Mathematics in the Further Education and Training (FET), Senior (SP) and Intermediate (IP) phase, who are able to function in a diverse (in its broadest sense) school context. Bell and Gilbert (1994, p. 494) consider the key features of the educator development process as: "Educator development can be seen as having two aspects. One is the input of new theoretical ideas and new teaching suggestions.
The second is trying out, evaluation, and practice of these new theoretical and teaching ideas over an extended period of time in a collaborative situation where the teachers are able to receive support and feedback, and where they are able to reflect critically. Both are important if all three aspects of teacher development - personal, professional, and social development - are to occur." Adey (2006, p. 54) also posits that, "Professional Development itself has to meet at least the three criteria of duration/intensity, appropriate methods, and an in-school element."
Outcomes
- Demonstrate an ability to take full responsibility for own work, decision-making, use of resources and understand of when to take limited accountability for the decisions and actions of others.
- Demonstrate an understanding of the role of instructional leadership in managing and leading subject and learning areas at school and classroom level.
- Demonstrate integrated knowledge of South African education systems and educational contexts as well as an understanding of educational policies, and be able to explain, evaluate and apply appropriate educational perspectives.
- Demonstrate integrated knowledge of how to apply modules in the educational environment and be able to identify, describe, and apply appropriate instructional methods.
- Apply an integrated knowledge of the fundamentals and skills of numbers, operations, relationships, patterns, functions, algebra, space, shape, measurement, statistics and probability in the South African educational context as well as an understanding of the current curriculum.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Integrated knowledge of learning and instructional theories and psychology in the educational context is applied.
- Appropriate instructional theories and psychological principles are identified, described, evaluated, explained, and analyzed.
- Evidence-based solutions to problems are applied.
- Facilitation of collaborative learning processes and theory-driven arguments is identified.
- Necessary specialized knowledge and critical social cognition needed for significant leadership in a complex and rapidly changing society as the South African teaching environment is demonstrated.
Associated Assessment Criteria for Exit Level Outcome 2:
- Key features of the curriculum and how these impact on planning, teaching, and assessment practices are demonstrated.
- How school structures, systems, and procedures impact on curriculum delivery and acting accordingly is explained.
- Leadership in the implementation of the curriculum and guidance on the development of learning programs, teaching, learning, and assessment methods is provided.
- Competence in monitoring and evaluation of learner achievement, policy development, and facilitating curriculum development and subject management is demonstrated.
- Teaching and learning resources are used creatively and managed through innovation.
Associated Assessment Criteria for Exit Level Outcome 3:
- Evidence-based solutions to problems are used and theory-driven arguments are identified.
- Necessary specialized knowledge and critical social cognition are described.
- Significant leadership in a complex and rapidly changing society as the South African teaching environment is developed.
Associated Assessment Criteria for Exit Level Outcome 4:
- Leadership in a complex and rapidly changing society as the South African teaching environment is identified.
- Reflective practice is engaged in.
Associated Assessment Criteria for Exit Level Outcome 5:
- Collaborative learning processes and basic research skills are identified.
- The real theory of learning and how to teach the above mathematics content in a way that engages learners in understanding, reasoning, and problem-solving is applied.
- The strategies/activities that promote understanding and reasoning, small-group learning, teacher questioning, and classroom discussions are demonstrated.
- Activities that help educators to construct their understanding of the content in order to listen to learners and ask probing questions instead of leading questions are used.
- The ability to apply the real theory of learning and how to teach the above mathematics content in a way that engages learners in understanding, reasoning, and problem-solving is demonstrated.
Integrated Assessment:
- Learner assessment is integrated into the whole system of the qualification approach to teaching and learning.
- The institution aligns its qualifications with the Assessment Policy (2012-2017).
- Formative assessments include tests, assignments, projects, case studies, etc.
- Summative assessments are formal examinations written in November, providing learners with a first and second opportunity.
- Class marks are allocated during the year for year modules, with a minimum required for admission to the examination.
- A final mark is calculated based on class attendance, class work, practical work, examinations, and class marks.
- The final mark is determined by a fixed formula (50% class mark: 50% examination mark for year modules), requiring a pass mark of 50%.
- All regulations are published in the General Calendar, and learners receive this information at registration.
- The qualification coordinator explains assessment policies and procedures to first-year learners during orientation week, providing handouts with detailed information and assessment schedules.
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.