Mathematics Education MSc

This programme is designed to appeal to a broad spectrum of teachers and educational practitioners across the full range of educational sectors (early years, primary, secondary, post-compulsory), both international and from within the EU/UK.

All those aspiring to more senior positions within institutions (such as a mathematics co-ordinator or management of a mathematics department) or within mathematics education (such as a University position in mathematics education or an inspector of mathematics education) will find this innovative programme both engaging and rewarding.

Early career practitioners who wish to develop their understanding of teaching and learning mathematics and enhance their classroom-based research expertise will benefit from the breadth of opportunities provided within the programme.

The programme is centred on current issues and developments in mathematics education worldwide and benefits from a teaching team with an international reputation.

A key philosophy of the programme is aligning the content with participants’ own professional practice. As such, you will be able to specialise in a number of directions through your choice of topics for assignments and the focus for your dissertation.

To assist in the development of your career as a professional educator, this programme aims to equip you with knowledge and understanding of educational theory and its application. It provides you with theoretical and research-based evidence to extend your knowledge and understanding and help you develop your own personal perspective on mathematics education.

As well as providing you with a rigorous and thorough knowledge and understanding of the core areas of education today (covering teaching and learning, educational evaluation, educational research and enquiry, and evidence-based practice), the aim of the programme is to develop further your knowledge and understanding of effective practice in mathematics education, including research-based teaching, learning and assessment, and to develop your understanding of the principles and practice of education for mathematical and quantitative literacy.

Throughout the programme, there is a focus on developing your cultural awareness of mathematics teaching and learning through international comparisons in mathematics education and to introduce you to conceptual and analytic tools used in educational research.

By undertaking this programme, you will develop critical, evaluative and reflective thinking in the context of mathematics education, together with the range of skills and abilities that will contribute to enhancing your effectiveness as a professional educator.

The programme can be followed full time for one year or part time over two years. There is also a unit route whereby the required number of units need to be completed within five years. You study six units, each valued at 20 credit points, followed by a 60-credit dissertation.

The structure offers core and elective units. The core units deliver the knowledge and understanding of general principles which underpin effective teaching, learning and assessment; theories of learning and how these relate to teaching/learning styles within classrooms containing a variety of learning needs and abilities; the nature of mathematics learning and the implications for the mathematics curriculum; methods of probing conceptual development; effective teaching and learning strategies for developing mathematical and quantitative literacy; a grounding in research methods; understandings of the role of evaluation in educational institutions; recent research initiatives in mathematics education, including the impact of innovative uses of ICT; international comparative studies in mathematics education.

There are five core units:

• Principles of Teaching and Learning
• Curriculum Issues in Mathematics Education
• Research Issues in Mathematics Education
• Institutionally based Research and Enquiry
• Evidence-based Practice for Institutional Development

The elective unit is chosen from:

• Issues in Educational Leadership
• Mentoring and Mathematics Teaching

The programme is also suitable for those who have existing M-level credits gained through, for instance, completing a PGCE. This provides a modular route consisting of at least three taught units (at least one of which must be the research methodology unit) plus dissertation.

The programme is supported by a virtual learning environment, with course details, resources, relevant links and the use of discussion forums to support specific aspects of the course. There are also opportunities to attend workshops covering general research skills, including study skills, bibliographic and ICT skills.

A mixed-mode of teaching and learning is utilised, including face-to-face seminars, group work, presentations and appropriate use of ICT. Formative assessment is provided by tutors, who offer a schedule of tutorials to support the planning of assignments. You are assigned a personal tutor from the beginning of the programme who meets with you regularly to review your overall progress and advises you on specialist issues relevant to your future learning.

Assessment is by a series of assignments, followed by a dissertation. The final assessed portfolio comprises 24,000 words or equivalent (6x 4,000 words), together with a dissertation of 16,000 words. Assessment focuses on linking the content of the course to participants’ own personal and professional experiences.

Entry will normally be a first degree or degree equivalent in an appropriate discipline, alongside additional professional experience as an education practitioner. Applications are welcome from those who have existing M-level credits.

Details of the fees levels and available university support in the form of bursaries and scholarships for international students can be found by visiting: www.education.soton.ac.uk/funding.

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