The Master’s degree in Mathematics Education Programme is designed to raise standards in school mathematics by developing subject knowledge, pedagogy and leadership expertise, resulting in improved outcomes for both teachers and learners. The Programme is open to teachers in primary, secondary or special schools as well as mathematics subject leaders, advisors and consultants.

We are holding a ‘Taster session’ on Thursday 12th January 2012, 17:00 – 18:30 at the Bognor Regis Campus for anyone interested in joining the course. Please inform the Programme administrator, Helena Dupee (h.dupee@chi.ac.uk), if you would like to attend and she will send further details nearer the time.

Course content

The programme includes two compulsory modules, which are:

Mathematics: A human activity (normally the initial module)

This module examines the nature of mathematics, evolution of mathematical thinking and perceptions of mathematics in the context of the curriculum. It involves you reflecting on, understanding and developing your skills, including mathematical modelling, through a specific area of mathematics.

Researching mathematics education (normally the final module before the dissertation)

This module is designed to increase your confidence and competence as a member of the mathematics education research community. You will be supported to develop your skills in the observation of, evaluation of, and communication of information about classroom processes (and related areas) in order to be able to critically evaluate research findings.

The remaining module choice can be made from:

Mathematics curricula, learning and assessment This module explores the principles underlying approaches to the learning and assessment of mathematics and the relationship to curriculum design. You will applying your knowledge and understanding of the learning of mathematics to selected and strands of progression and associated assessment.

Digital technologies and mathematical knowledge This module is designed to enable you to evaluate how effectively existing and evolving digital technologies are being used to support the learning and teaching of mathematics at all levels. You will learn about a range of digital technologies and have opportunities to reflect deeply on the different roles for technology within the teaching and learning of mathematics.

Developing mathematical knowledge This module seeks to deepen and broaden personal mathematical knowledge within the context of your professional role or interests.

Leadership and management of the mathematics curriculum The module is designed to enable you to develop your professional leadership and management capabilities within the context of the mathematics curriculum.

Contemporary issues in mathematics education This module enables you to develop a critical awareness of a range of issues that affect mathematics education and explore the relevance and implications of these issues to both your own situation and the wider community. Your awareness of the implications of policy related issues will be raised.

Independent study in mathematics education This distance-learning module requires that you identify and pursue an in-depth study with a mathematics education focus, against the background of your previous experiences and anticipated future roles.

The Diploma or MA must include Research Seminars and may include up to two modules from those available to general MA students.

Assessment

To gain an MA in Mathematics Education, students need to complete four modules from those offered and a dissertation of 18,000 words. Each module is assessed by summative and formative tasks equivalent to 6,000 words in total.

To gain a Postgraduate Diploma in Mathematics Education, students need to complete four modules. Each module is assessed by summative and formative tasks equivalent to 6,000 words in total.

To gain a Postgraduate Certificate in Mathematics Education, students need to complete two modules. Each module is assessed by summative and formative tasks equivalent to 6,000 words in total.

Attendance

There are a variety of modes of attendance for this course, which include:

• Saturday sessions held at the Bognor Regis Campus with interim online twilight sessions.
• Weekday sessions held at a variety of venues which currently include London Borough of Bromley and Bognor Regis Campus.
• Bespoke modules for individual schools and groups of schools as a ‘stand-alone’ professional development opportunity.

For full details of dates and times please contact the programme administrator Helena Dupee.

Admission Requirements

Candidates should normally have a good honours degree in Mathematics or equivalent, teaching experience and a command of written English equivalent to IELTS 6.5.

Non-standard entry via a procedure of accredited prior learning or experience may be granted to applicants with appropriate, but non-standard qualifications

To apply please fill in an application form (see below) after carefully reading the notes for guidance.
Home/EU Application Form
Notes for Applicants

For Further Information

For an informal discussion about the content of the course, please contact:

Alison Clark-Wilson
MA (Mathematics Education) Programme Coordinator
Telephone +44 (0)1243 812078
email : a.clarkwilson@chi.ac.uk

or

Helena Dupee

MA (Mathematics Education) Programme Administrator
Tel No: +44 (0) 1243 812078
Email: h.dupee@chi.ac.uk

Admissions Office

Tel No: +44 (0)1243 816002
Email: admissions@chi.ac.uk

Staff Team

Dr Alison Clark-Wilson, BSc(Hons), PGCE, MA Mathematics Education, PhD, FIMA, CMathTeach
Head of Research, Development and Consultancy, The Mathematics Centre
Research/Publications: Alison is known internationally for her work concerning secondary teachers’ professional development on the use of technology in classrooms. Alison has published on the use of interactive technologies in the teaching of mathematics and related professional development issues.

Carol Knights, BSc(Hons), PGCE, MA Mathematics Education
Principal Lecturer in Mathematics Education
Research/Publications: How teachers’ beliefs influence their use of ICT in mathematics classrooms. Carol has published on technology use in secondary mathematics education.

Anne Harvey, BEd, MA Mathematics Education
Principal Lecturer in Mathematics Education
Research/Publications: Primary teachers’ professional development concerning mathematics teaching.
Visiting lecturers

Professor Afzal Ahmed, Cert Ed, Adv Dip Ed, MA, FIMA, C Maths
Emeritus Professor of Mathematics Education
Research/Publications: Afzal has directed several national and international projects concerned with raising mathematical achievement of pupils and students across the age range. He has published resources for teacher development across many aspects of mathematics education.

Professor Adrian Oldknow
Emeritus Professor of Mathematics and Computing Education
Research/Publications: Adrian is known internationally for his contribution to the use of technology in teaching and learning of mathematics as well as the teaching of geometry. He has published extensively in this field.