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BA (HONS) EDUCATION AND MATHEMATICS

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Institution C58

UCAS GX13

3 Years, Full Time

Entry Requirements and Fees

2020/21 UK fee: £9,250

2020/21 International fee: £13,500

For further details about fees, please see our Tuition Fee page.

Typical Offer (individual offers may vary):

  • UCAS Tariff points: 104 – 120 (A levels or combination with AS / EPQ / BTEC/ Cambridge Technical)
  • A levels: BBB - BCC (including Mathematics A level at C or better)
  • Access to HE Diploma: Pass (including 3 Mathematics units at Merit)
  • GCSEs: English Language and Mathematics (C/4 or above) 
  • International Baccalaureate: 28 points (with Higher Mathematics at 4)
  • IELTS 6.0 overall with no element lower than 5.5

Course content

The BA (Hons) in Education and mathematics joins together two vibrant, exciting and wide-reaching subject areas into one degree.

Education Studies looks to emphasise modern educational issues beyond the confines of the classroom.  This is gained by the student through a range of varied modules and work-based placements, in which you will be able to question and examine contemporary educational issues in modern society.

The Mathematical studies are designed to provide the student with a core of pure mathematical knowledge linked with modules from applied mathematics, and statistics.  It has a strong emphasis on the individual student and offers an excellent insight and grounding into advanced theory and mathematical techniques.

This course provides the skills and qualities necessary for a rewarding career, and flexibility to allow you to study either education or mathematics at a post-graduate level, or to obtain Qualified Teacher Status via a PGCE.

Our courses are taught in small, friendly, group learning environments with high levels of support from lecturers with a wealth of experience in mathematics, and education

The facets and rigour developed by a student on an Education and Mathematics degree at Chichester University can not only enable the student to become a mathematics specialist but can equally allow them to apply the insight and techniques they have gained to a wide range of situations and areas outside of Mathematics or Education. For this reason, Education and Mathematics students are highly sort after, and have an extremely high level of employability within a wide variety of different fields.

Our facilities

Over the past few years, we’ve redeveloped both of our campuses so that you have the best facilities available for your degree.

We pride ourselves on the quality of the learning environment we can offer our students.

At Bognor Regis campus there is an integrated approach to the provision of learning resources and support. 

We offer a substantial collection of books, journals and other materials to help you further your research.

A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas. 

We use an electronic learning environment with an expanding portfolio of online library resources from anywhere at any time. 

There are also purpose built classrooms for the teacher training courses, as well as lecture and seminar rooms. 

Our award winning Learning Resource Centre is at the heart of the campus. 

It hosts a modern library service with areas for quiet and silent study on both floors.

 Also situated in the LRC is the Support and Information Zone, Costa Coffee and over 80 open access work stations. 

An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans.

Where this can take you

This course will provide a firm foundation and maximise opportunities for those who may be thinking about working in (for example):

  • primary schools
  • secondary schools
  • colleges of further education
  • higher education,
  • the community
  • museums
  • art galleries
  • prisons
  • hospitals
  • charities
  • international development
  • charity work
  • finance sector

Work placements

A work placement is offered in the second and third year of the programme.

Indicative modules

The final balance will be 50% Education and 50% Mathematics.

Level 4

Education Philosophy and Thinking

This module affords the opportunity for students to begin to explore the key debates in philosophies of education with a particular focus on personal and institutional value systems and how educational contexts have developed over time. The module introduces a coherent historical framework enabling students to understand how educational perspectives and values change and evolve. The module will enable you to actively develop your ability to debate key issues and comment knowledgeably on topics of contemporary relevance in education today. Emphasising links between theory and changing practice in schools, module sessions and student reflection upon published literature will support them in understanding how current thinking has developed.. The module will also introduce the students to the key study skills needed for reading and writing at HE Level 4.

Childhood to Adulthood

The central aim of this module will be to develop an awareness of the biological , intellectual, social and emotional changes that occur from childhood through to adulthood. It will examine the phases of development in children from conception through to puberty, early adolescence and adolescence in a changing world. Psychological perspectives on physical, cognitive and social development will predominate. You will examine growth and physical development in the early years, motor development and maturation. Theories of psychological/cognitive development will be considered and evaluated and transitions to adulthood will be considered from a cross cultural perspective.

Equality of Opportunity

This module aims to explore relationships between cultural identity, social policy and issues of equality and diversity. The module will examine key features of the theory and practice of social and educational inclusion from a number of perspectives across the wider social and more specific educational arenas and explore issues, central to inclusion, human rights, equal opportunities and social justice. It will examine patterns of inequality in selected areas of social policy and provision. While the focus of the module will be on the British experience, some international issues will also be explored with the help of practitioners and you reading of literature. You will have the opportunity to develop and share individual case studies, which will enable you to understand how policy affects the very real experience of individuals and institutions.

Learning Communities: children learning, children thinking

Complementing the module ‘Childhood to Adulthood’ this module explores the sociological influences brought to bear on our success as learners. The module draws on research into thinking, learning and development in order to consider how individuals can maximise learning opportunities for themselves and help others to learn. The module explores influences on learning, development and identity. There will be an emphasis on how learners are included or excluded from education settings. Central to the module is a sociocultural perspective on learning and education which looks beyond the individual, to communities and historical contexts in which learning takes place.

Developing Statistical Thinking

The modules will use a variety of practical tasks to introduce the big ideas of statistics, namely describing: comparing; interrelating and uncertainty. The task will be based of the concept of statistical modelling using the data-handling cycle as presented in the National Curriculum for Mathematics. It will also look at research in statistics education and investigate effective ways if teaching data handling in schools.

Data Analysis

Statistical modelling processes; exploratory data analysis; study of random events; modelling variations; normal disruption; central limit theorem; use of confidence intervals; tests of hypothesis; nonparametric testing; estimation; regression; correlation.

Mathematical Methods

This module builds on the material covered at A level and introduces some new fundamental areas of mathematics. Differential Calculus will be extended and students will start the study of the applications of differentials. These techniques will be applied to a variety of contexts including optimisation problems.

Linear Algebra

This module affords the opportunity for students to begin to explore the topic of Linear Algebra. This area of mathematics is essential study for mathematicians, engineers, computer scientists and physical scientists in general. The module will address the aspect of utilising Linear Algebra in the mathematical modelling of real-life situations.

Level 5

Research in Education

This module is designed to develop your understanding of the role and importance of research in the field of education. It will start to prepare you for undertaking a dissertation on an aspect of Education. The module will introduce you to key important theoretical and conceptual issues in research, (e.g. ethical issues, bias, building explanations and causality). It will provide an introduction to shaping research questions, research design and the selection of appropriate data collection methods to the investigation of children’s lives and learning. The data collection methods explored will include observational techniques, interviewing adults and children, the use of questionnaires and secondary data analysis. You will be introduced to research that explores the relationship between Education and progress for all pupils e.g. personalised learning, promoting learning-focussed behaviours and developing language for learning.. The link between theory and practice will be foregrounded as you use key research themes to reflect upon your own and others’ education experiences.

Global Citizenship

This module will fulfil the aspiration in the University of Chichester’s Vision Statement that our students should become Global Citizens. It will enable the students to critically engage with some of the key global issues of our times and prepare students to think beyond their immediate locality about how they are connected with people and environments that they may never have seen. It also looks to examine the link between values, equality, rights and education, and to enable discussion on how to promote empathy and intercultural understanding – skills increasingly essential in schools in the UK, and highly sought after by employers around the globe.

Work-based Placement

In order to broaden student knowledge and understanding of a range of educational contexts, and to develop insights beyond the classroom students will undertake a placement experience in an education setting of their choice. Such placements might for example, include time spent supporting individuals or groups in a SEN or early childhood context. Through this module you will be introduced to the importance of context in education and the complexities of education at large. You will organise and complete a self-funded three week placement researching a mutually agreed topic and question. This module will help develop your research skills as outlined in the module ‘Research in Education in a new cultural context. In negotiation with the Year Coordinator/Programme Coordinator, students will be able to arrange their own placements.

Learning Theory: models of learning and pedagogy

(Module information to come)

Developing Geometric Thinking

At the conclusion of this module students should: Appreciate the history of geometry and its place in mathematics. Demonstrate an understanding of different types of proof used in geometry. Have acquired skills in using drawing instruments, making models, using computer packages and writing programs in a geometric context. Show familiarity with a range of geometric representations of objects, and thus be able to follow geometric arguments and to tackle geometric problems. Understand problems of learning and teaching geometry. Develop the transferable skills of: developing self-directed learning capability; producing original or imaginative products or ideas; interpreting or understanding others’ views; demonstrating command of ICT skills.

Plane geometry – ancient and modern; Euclid; proofs of Pythagoras’ Theorem; conic sections; circle theorems; irrationals, golden ratio, roots of quadratics; 3D-polyhedra; plane curves; 2D representation of 3D; Descartes and various coordinate systems; fractals and recursion; vectors; extrapolations into higher dimensions; non-euclidean geometries.

Discrete Mathematics

This module affords the opportunity for students to begin to explore the more advanced topics of Discrete Mathematics. This area of mathematics, the study of finite systems, has become increasingly important as the computer age advances. The digital computer is a finite structure and many of its properties can be understood within the framework of finite mathematical systems. This module builds on the content of MML407.

Mathematical Methods

This module builds on the material covered at A level and introduces some new fundamental areas of mathematics. Integral Calculus will be extended and students will start the study of the applications of integrals. These techniques will be applied to a variety of contexts including area and volumes.

History of Mathematics

The module is designed to enable students to: Gain some experience in working historically on mathematical themes. Encounter original writings of mathematicians of the past and appreciate their efforts to communicate new ideas. Develop opinions regarding the ways mathematics has developed in response to a changing social environment. Explore the links between areas of mathematics. To develop the transferable skills of: setting and evaluating objectives; developing self-directed learning capability; taking responsibility for one’s own development; producing original or imaginative products or ideas; using numerical or statistical analysis to solve problems; working cooperatively in a group or team; interpreting or understanding other’s views; leading or organising group activity; planning or project management; demonstrating command of numeracy; demonstrating command of ICT skills.

The module will begin with an overview of the historical development of some areas of mathematics. Topics might be drawn from, for example, “the development of geometry”, “the history of the solution of the polynomial equations”, “the development of scientific thought”, “the development of topology”, “Fermat’s Last Theorum” or “The Four Colour Theorum”.

Level 6

Creativity, Technology and Learning

This module will enable students to investigate, both academically and practically, how new technologies can be used in learning and teaching in a wide variety of educational settings from home through school to university. At the same time the concept of ‘creativity’ in education in relation to new technologies will be explored. The overall aim being to provide you with the opportunity to look at the potential for new technologies to be both used in enabling creativity and in creative pedagogy. During the module you will learn to use hardware, for example digital cameras, interactive whiteboards and data loggers; software such as video editing and web based materials, and evaluate their contributions to learning through reference to analytical and pedagogical frameworks. The content of this module will enable students to use knowledge and understanding to inform their practice and approach to studying and pedagogy.

Contemporary Issues in Education

Building on the Year 5 level 5 module ‘A modern history of education in England’ this module will help you gain an understanding how post-1988 developments have led to the current education system. Through this module you will explore a range of contemporary issues in education and consider differing perspectives. In doing so, you will learn that contemporary issues can be contentious depending on the view of the stakeholder. As such, education through an interpretivist lens makes it difficult for all stakeholders to be satisfied with policy, practice and the politics of the time.

Work-based Placement

This module builds on the placement experience in Level 5 and will serve as a context for the Independent Project to be submitted after Easter in the final semester. The module provides you with an opportunity to work with children and young people in a professional setting. The placements are organised by you in conjunction with relevant staff and provide you with a choice of approved setting, according to availability. Settings may include, for example, special school, day nursery, family support tea’, out of school provision, libraries, community play or youth scheme, medical provision for children or young people. You will be enabled to demonstrate your capacity to engage in the workplace alongside professionals and to learn by observing, doing and reflecting on their performance. You will learn to support your own development by keeping a learning journal or diary which incorporates targets and self-evaluation.

Comparative Education – the international context

The module explores global issues in education and the different contexts in which children and young people learn and educators teach – in formal and informal settings. It begins by introducing key concepts used in international education policy and practice. It presents information and research around educational opportunities and inequalities worldwide and discusses their historical and sociological origins. As well as considering current concerns in education the module identifies future trends and challenges. It explores the role of professional educators in international contexts and the skills and knowledge required to work in these contexts.

Developing Algebraic Thinking

Historical development of algebra; specialising and generalising in mathematics; expressing generality; symbolic manipulation; graphical representation; mathematical reasoning; teaching constructs and strategies for teaching algebra.

Practical Statistics

Statistical modelling techniques including hypothesis testing, confidence intervals, Time Series analysis; Multivariate analysis and Bayesian statistics including Markov Chains and Monte Carlo simulation techniques.

Operations Research

Operations research is simply a quantitative approach to decision making that seeks to best design and operate a system (in this case an organisation of interdependent components) usually under conditions requiring the allocation of scarce resources. Elements of OR have been covered in previous modules and this module is designed to bring these elements together to create a suite of decision making tools.

Applied Finite Mathematics

MMS601 follows from the mathematical methods modules in levels 4 and 5 and continues the study of calculus and associated applications. Here we link Linear Algebra and calculus to investigate vector functions; extend our knowledge to include functions of a complex variable and further develop understanding of the solutions of differential equations.

Mathematics Project

As a result of initial planning and negotiation, a learning contract will be drawn up between individual students and the module co-ordinator. The content will, therefore, be negotiated in the light of identified needs.

 

International English Studies

Include International English Studies: 

Teaching and assessment

You will study advanced mathematics alongside educational research into the psychology of mathematical learning and development.

You will investigate the historical development of Mathematics and its place in a modern technological society.

You will study in small class sizes which offer individual support.

Throughout your degree, modules are delivered in a variety of ways including:

Standard module: a single module over 1 semester (usually 15 credits) examples include Data analysis and Graph Theory

Double module: a 30 credit module lasting a complete academic year, examples include Mathematics Methods and the Mathematics Project

Workshops: workshop sessions are available on a variety of interesting mathematical topics

Tutorials: individual tutorials are offered on all modules, providing personal academic support from staff

Additional Costs

Include Additional Costs: 

Additional Costs