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Masters Degrees (Mathematics Education)

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The Mathematics Education MA is for teachers, tutors and others interested in how mathematics is taught and learnt. The programme gives students the opportunity to explore issues in mathematics teaching, to consider the theoretical underpinnings, and to carry out a rigorous study of mathematical learning. Read more
The Mathematics Education MA is for teachers, tutors and others interested in how mathematics is taught and learnt. The programme gives students the opportunity to explore issues in mathematics teaching, to consider the theoretical underpinnings, and to carry out a rigorous study of mathematical learning.

Degree information

In the two core modules students consider research-based developments in mathematics teaching and their related sociological, psychological, curricular and linguistic issues, and they engage with mathematics itself, finding implications for teaching. Optional modules and the independent dissertation/report explore learning with digital technologies, study the wider values and practices of education, and allow teachers to develop and critique their own practice.

Students undertake modules to the value of 180 credits.

The Mathematics Education MA consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits) or report (30 credits). A Postgraduate Diploma, two core modules (60 credits), two optional modules (60 credits), full-time nine months or flexible study up to five years, is offered. A Postgraduate Certificate, two optional modules (60 credits),flexible study over a period of up to two years, is offered.

Core modules
-Understanding Mathematics Education
-Mathematics for Teachers

The module A level Mathematics Pedagogy is not scheduled to run in 2017-18, but is an allowed alternative core module, replacing Mathematics for Teachers.

Optional modules
-Digital Technologies for Mathematical Learning
-What is Education?

Dissertation/report
All students undertake an independent research project which culminates in a 17,000-word dissertation or 8,000-word report.

Teaching and learning
Teaching varies according to the modules and includes face-to-face seminars and discussions of reading, mathematical workshops, student presentations, as well as online interactions. Only one module, Digital Technologies in Mathematical Learning, can be studied at a distance.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as secondary school heads of mathematics, while others have jobs as primary school mathematics leads. Graduates can also be found working as head teachers and mathematics education lecturers.

Top career destinations for this degree:
-Independent School Teacher, Girls Day School Trust (GDST)
-Maths Tutor, Elm Court School
-Secondary School Teacher (Maths and Assistant Head of Year), Acland Burghley School
-Secondary School Teacher (Maths), Park View
-Primary Teaching (School Direct), Institute of Education, University of London (IOE)

Employability
For most teachers, the Mathematics Education MA enhances their satisfaction in teaching and adds a thoughtful critique that balances the pressures of teaching. It develops skills in mathematics, pedagogy, research methods and writing. This programme is a vital stepping stone to a higher degree in mathematics education and a post in teacher education or education research. For non-teachers, this programme develops transferable skills of writing, critical analysis and understanding of how a mathematical perspective differs from other forms of reasoning.

Why study this degree at UCL?

The Curriculum, Pedagogy and Assessment Department at UCL Institute of Education is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education. Students will work with tutors who are at the forefront of mathematics education research and who are directly involved in some of these developments.

The department provides an impressive range of cutting-edge MA and CPD courses, presented in face-to-face, distance learning or mixed mode formats. In addition we offer a first class PhD programme and staff are actively involved in an extensive range of innovative, nationally and internationally acclaimed, research and development projects.

The department's student population is very diverse: students on initial teacher education courses, practising teachers, and a rich and diverse range of international students.

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This course is designed to give you an in-depth knowledge of mathematics and science education, an understanding of curriculum development and policy, and real insight into effective classroom teaching. Read more
This course is designed to give you an in-depth knowledge of mathematics and science education, an understanding of curriculum development and policy, and real insight into effective classroom teaching. You will gain the practical skills and knowledge to make a positive contribution to science and mathematics education, both nationally and internationally.

What the course involves

The Master of Science (Science and Mathematics Education) comprises coursework units in science and mathematics education plus a minor project in an area relevant to your own teaching situation.

it provides you with a strong background in learning theory, curriculum development and in providing supervision. You will undertake advanced studies in science, mathematics and technology education, explore educational administration, and science and mathematics research methods.

Using relevant literature together with your own professional experience, you will also learn conceptual tools for exploring ways in which students understand course curricula.

Reasons to choose Curtin for this course

Curtin's Science and Mathematics Education Centre has an international reputation for excellence in research and development
You will experience a range of perspectives
It prepares you for a future leadership role in education.

Credit for previous study

Applications for recognition of prior learning (RPL) are assessed on an individual basis.

Other notes

The course coordinator will advise you on an appropriate mix of units depending upon your individual needs and circumstances.

2016 Curtin International Scholarships: Merit Scholarship

Curtin University is an inspiring, vibrant, international organisation, committed to making tomorrow better. It is a beacon for innovation, driving advances in technology through high-impact research and offering more than 100 practical, industry-aligned courses connecting to workplaces of tomorrow.

Ranked in the top two per cent of universities worldwide in the Academic Ranking of World Universities 2015, the University is also ranked 25th in the world for universities under the age of 50 in the QS World University Rankings 2015 Curtin also received an overall five-star excellence rating in the QS stars rating.

Curtin University strives to give high achieving international students the opportunity to gain an internationally recognised education through offering the Merit Scholarship. The Merit Scholarship will give you up to 25 per cent of your first year tuition fees and if you enrol in an ELB program at Curtin English before studying at Curtin, you will also receive a 10 per cent discount on your Curtin English fees.

For full details and terms and conditions of this scholarship, please visit: curtin.edu/int-scholarships and click on Merit.

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Rooted in your practical experience, the MA programme emphasises the theoretical study of education. With up-to-date research and evidence-based information about mathematics learning, teaching, assessment, use of technologies and practice, you reflect on current. Read more
Rooted in your practical experience, the MA programme emphasises the theoretical study of education. With up-to-date research and evidence-based information about mathematics learning, teaching, assessment, use of technologies and practice, you reflect on current
and future mathematics education practices, policies, mathematics curriculum technologies, problems and innovations.

Key benefits

- Cutting-edge research and a high profile research active staff.

- Highly supportive teaching and a climate built around success, excellence and commitment.

- Wide range of mathematics education specialisations from primary, secondary, training, HE, FE and adult sectors.

Visit the website: http://www.kcl.ac.uk/study/postgraduate/taught-courses/mathematics-education-ma.aspx

Course detail

- Description -

Although rooted in your practical experience, the programme emphasises the theoretical study of education. With up-to-date research and evidence-based information about mathematics learning, teaching, assessment, use of technologies and practice, you will be able to reflect on current and future mathematics education practices, policies, mathematics curriculum technologies, problems and innovations.

Your dissertation allows you to personalise your learning and to play a leading role in the profession.

- Course purpose -

For all those who teach, lecture or organise educational provision at any level. To enable professionals concerned with education to reflect on their practice and to inform such reflection by extending their knowledge. Students will be made aware of significant current developments in contemporary pedagogical policy and practice.

- Course format and assessment -

In order to gain the MA in Mathematics Education, students must complete and pass four modules (30 credits each) and a dissertation (60 credits). There are no examinations - all modules are assessed by written work.

How to apply: http://www.kcl.ac.uk/study/postgraduate/apply/taught-courses.aspx

About Postgraduate Study at King’s College London:

To study for a postgraduate degree at King’s College London is to study at the city’s most central university and at one of the top 20 universities worldwide (2015/16 QS World Rankings). Graduates will benefit from close connections with the UK’s professional, political, legal, commercial, scientific and cultural life, while the excellent reputation of our MA and MRes programmes ensures our postgraduate alumni are highly sought after by some of the world’s most prestigious employers. We provide graduates with skills that are highly valued in business, government, academia and the professions.

Scholarships & Funding:

All current PGT offer-holders and new PGT applicants are welcome to apply for the scholarships. For more information and to learn how to apply visit: http://www.kcl.ac.uk/study/pg/funding/sources

Free language tuition with the Modern Language Centre:

If you are studying for any postgraduate taught degree at King’s you can take a module from a choice of over 25 languages without any additional cost. Visit: http://www.kcl.ac.uk/mlc

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The MA Mathematics Education is intended for mathematics graduates with an interest in education, practising mathematics teachers, mathematics teacher educators and other educational professionals. Read more
The MA Mathematics Education is intended for mathematics graduates with an interest in education, practising mathematics teachers, mathematics teacher educators and other educational professionals.

The course introduces the study of mathematics education as an academic discipline and will acquaint you with elements from psychology, sociology, anthropology, philosophy and history of mathematics that influence mathematics education research.

Training will be provided in the methodology of educational research and you will have the opportunity to pursue an individual specialist topic within mathematics education under the supervision of a member of the Research in Mathematics Group (RME).

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A minimum undergraduate GPA of 2.75 in the Mathematics major. A letter of intent written by the applicant expressing professional and educational goals as applied to the program. Read more
• A minimum undergraduate GPA of 2.75 in the Mathematics major.
• A letter of intent written by the applicant expressing professional and educational goals as applied to the program.
• Submission of three letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science for Teachers Adolescence Education program for teaching mathematics (with Middle Childhood extension) is designed to meet current regulations of the New York State Education Department and standards of the National Council of Accreditation for Teacher Education (NCATE) and the National Council of Teachers of Mathematics (NCTM), while also incorporating Advisory Board recommendations and alumni feedback. The MST Mathematics Education program is nationally recognized by the NCTM and leads to Initial / Professional Certification in Adolescence Education, Mathematics (Grades 7-12) with an extension certification for grades 5-6. Program studies begin in the Summer.

Required Program Courses
Minimum of 48 credit hours
(Prerequisite coursework may be required prior to, or concurrent with, program studies.)

GRED 556, Reading in Middle/Secondary Schools ...................3 credits
GRED 557, Writing in Middle/Secondary Schools ...................3 credits
GRED 568, Teaching Mathematics in Middle Schools ..............3 credits
GRED 569, Teaching Mathematics in Secondary Schools ...........3 credits
GRED 578, Practicum in Middle School Mathematics..............2 credits
GRED 579, Practicum in Secondary School Mathematics ..........2 credits
GRED 600, Philosophical Foundations of Education ................3 credits
GRED 667, Topics and Research in Mathematics Education .......3 credits
GRED 670A, Culminating Experience Portfolio .....................3 credits
SPED 505, Introduction to Special Education .........................3 credits

HLTH 530, School Health (certification requirement) ..............3 credits

Technology elective ......................................................3 credits
Education elective ........................................................3 credits

GRED 676, Student Teaching Seminar ................................2 credits
GRED 694, Student Teaching in Middle School (Grades 5-9) .....6 credits
GRED 697, Student Teaching in Senior High (Grades 10-12) ....6 credits

GRED 677 is required if the candidate’s undergraduate work does not include a course in developmental, adolescent, or educational psychology. This course may count as the education elective, with permission of the advisor.

Full or conditional admission is available.

The GRE Exam (or equivalent) is required for all teacher preparation program candidates who are seeking certification (for applicants seeking admission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Uniqueness of Program

The MST Adolescence Education program in Mathematics Education is both NCATE accredited and nationally recognized by the National Council of Teachers of Mathematics (NCTM).

One Couple’s Testimonial . . .

“Our experience at SUNY Potsdam was life changing. Not only did we get the preparation we needed for our careers as math teachers, we met many amazing people, including professors, friends, and each other. SUNY Potsdam gave us the confidence and courage to move out of our comfort zone, and start careers together in southwest Arizona.” —Travis and Amanda (Hunkins) Bogart
Math Education, SUNY Potsdam Class of 2012

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The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment. Read more
The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment.

Highly flexible, it caters for educators with a diverse range of experience, development needs, and study requirements. It is suitable for teachers, those in leadership or policy-making roles, and other practitioners working in education or related settings.

Mathematics Education

Many learners struggle with mathematics, and yet numerical ability is essential both in the workplace and every day life. This specialism will give you the tools to improve your own professional practice and adopt the latest innovations to help your students excel.

The syllabus may include:

* Context and issues - nature of mathematical knowledge; mathematics as human activities; an overview of research in mathematics education

* Curriculum and task design - designing mathematically rich tasks; mathematics education as design science; designing learning hypothetical trajectory; designing teaching units and tasks

* Mathematical understanding and thinking - models of mathematical thinking and understanding; concept formations of mathematical knowledge; socio-cultural theories of learning

* Teachers’ roles in the classroom - teaching approaches and interventions; establishing social norms in classrooms; use of technologies; evaluation of teaching

* Assessment of students’ learning - methodologies to assess understanding; attitude towards mathematics; use of assessment

* Technology – use of technologies in the classroom; latest innovations and potential impacts; evaluations of software such as GeoGebra or Tinkerplots and digital textbooks; designing innovative learning environments with digital technology

Modules

The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand, please see the website for a current list of modules available http://www.exeter.ac.uk/postgraduate/taught/education/educationma/modules/

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The graduate programs (MEd & MA) in Mathematics Education are part or the graduate offerings in the Department of Curriculum and Pedagogy. Read more

Program Overview

The graduate programs (MEd & MA) in Mathematics Education are part or the graduate offerings in the Department of Curriculum and Pedagogy. Students can pursue a wide variety of research and professional interests in mathematics teaching and learning. The math education program has a legacy of large-scale research projects, such as the Early Numeracy Project and the Trends in International Mathematics and Science Study (TIMMS), which involve a network of regional, national, and international scholars.

Quick Facts

- Degree: Master of Arts (research-based), Master of Education (course-based)
- Specialization: Mathematics Education
- Subject: Education
- Mode of delivery: On campus
- Faculty: Faculty of Education

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This course is for teachers whose highest qualification in mathematics does not exceed A-level and who have not undertaken initial teacher training in secondary mathematics. Read more
This course is for teachers whose highest qualification in mathematics does not exceed A-level and who have not undertaken initial teacher training in secondary mathematics.

It enables you to teach mathematics effectively with enthusiasm and confidence to learners aged 11-19. You improve your mathematics knowledge and teaching skills.

Successfully completing this course either gives you a Graduate Certificate Mathematics Education (level six), or a Postgraduate Certificate Mathematics Education (level seven) which includes academic credits towards an education related masters degree. The award you graduate with depends on the level of your performance during the course.

We are one of the institutions funded by the Teaching Agency to support the development and delivery of this course. This means we can provide the full course content and resources at no charge to teachers in maintained secondary or special schools or non-maintained special schools in Yorkshire and Humberside.

We provide you with all the resources and support you need to successfully complete the course.

Places are currently limited to 12 on each course.

For more information see the website: https://www.shu.ac.uk/study-here/find-a-course/pgcert-mathematics-education

Course structure

1 year – running from July to July
You attend every second Thursday between 16:30-19:00, plus up to eight additional whole study days which are individually negotiated. Supply cover payment is available.

Course content
Your learning covers
-Academic reading and writing at level 6/7
AND
Mathematics work at level 2/3 supporting the following curriculum areas: number, trigonometry, quadratics and graphs, algebra, transformation geometry, probability, data handling, geogebra and ICT, tasks for small group work including cross curricular work, history of mathematics, using games and puzzles in mathematics lessons.

Assessment: learning log, assignments, small scale research projects, critical literature review.

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Many master’s candidates already teach in a secondary school but wish to improve their instructional abilities. If this describes you, this program will prepare you well to serve as a resource teacher, as a coordinator, or in another leadership role in an elementary or middle school mathematics program. Read more
Many master’s candidates already teach in a secondary school but wish to improve their instructional abilities. If this describes you, this program will prepare you well to serve as a resource teacher, as a coordinator, or in another leadership role in an elementary or middle school mathematics program. All courses are offered in the evenings or during the summer.

MEETS CREDIT REQUIREMENTS FOR INSTRUCTIONAL LEVEL II CERTIFICATION

This unique program, offered in highly convenient formats, meets the credit requirements for Instructional Level II certification. However, it does not provide initial certification or grades 7–12 certification for those who hold a K-6 Level I certificate.

HYBRID FORMAT BLENDS CLASSROOM AND ONLINE INSTRUCTION

The Elementary/Middle School Mathematics Education MEd track is offered in a hybrid format combining online and classroom instruction.

MED IN MATHEMATICS EDUCATION

-Gain confidence and invaluable insight into practical ways to teach math that are both appealing and effective for your students.
-Take advantage of the best and most current research for effective classroom practices at the elementary and middle school levels.
-Explore the real day-to-day challenges of teaching. Learn how to work with diverse learners and test standards and incorporate technology into the classroom.
-Learn from faculty members who have experience teaching at the K-12 level and who understand the joys and challenges of teaching.

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Many master’s candidates already teach in a secondary school, but wish to improve their instructional abilities. If this describes you, this program will prepare you well to serve as a resource teacher, as a coordinator, or in another leadership role in an elementary or middle school mathematics program. Read more
Many master’s candidates already teach in a secondary school, but wish to improve their instructional abilities. If this describes you, this program will prepare you well to serve as a resource teacher, as a coordinator, or in another leadership role in an elementary or middle school mathematics program. All courses are offered in the evenings or during the summer.

MEETS CREDIT REQUIREMENTS FOR INSTRUCTIONAL LEVEL II CERTIFICATION

This unique program, offered in highly convenient formats, meets the credit requirements for Instructional Level II certification. However, it does not provide initial certification or grades 7–12 certification for those who hold a K-6 Level I certificate.

CONVENIENT ONLINE FORMAT

The MEd in Mathematics Education, Secondary Track is offered entirely online.

MED IN MATHEMATICS EDUCATION

-Gain confidence and invaluable insight into practical ways to teach math that are both appealing and effective for your students.
-Take advantage of the best and most current research for effective classroom practices at the secondary school levels.
-Explore the real day-to-day challenges of teaching. Learn how to work with diverse learners and test standards and incorporate technology into the classroom.
-Learn from faculty members who have experience teaching at the K-12 level and who understand the joys and challenges of teaching.

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This programme is designed for UK and international mathematics teachers and other professionals working in mathematics education, from primary schools to post-16 education. Read more
This programme is designed for UK and international mathematics teachers and other professionals working in mathematics education, from primary schools to post-16 education. You will be supported in integrating the theory and practice of teaching and learning mathematics by:
-Being an active researcher of your own and others' practice, including reworking your own practice.
-Carrying out small-scale research projects, one of which can act as a pilot project for the major work of your dissertation.
-Engaging with research literature, especially the current journals and activity of the International Group for the Psychology of Mathematics Education.
-Engaging with new developments in teaching and learning mathematics.
-Updating your mathematics.
-Writing assignments that show the emergence of a theoretical frame, presenting a literature search and developing ideas from a seminar.
-Becoming confident with presentation, argumentation, research and ICT skills.

The course has been recognised as excellent by the National Centre for Excellence in the Teaching of Mathematics.

Programme structure

Core units
-Introduction to Educational Inquiry
-Teaching and Learning in Mathematics
-Curriculum Design and Development in School Mathematics
-Children Learning Mathematics - School-based Inquiry
Optional units
-Students studying this programme will be able to take optional units from across the school, such as Subject Updating and Assessment in Schools.

Dissertation
You will also complete a 15,000-word dissertation.

Careers

We offer the academic and personal development opportunities to equip you for the intellectual, social and personal challenges that you will encounter during your career. Our overarching goal is to enable our graduates to display the following characteristics:
-Equipped to demonstrate impact, excellence and distinctiveness in their chosen field.
-Visionary, imaginative, innovative, reflective and creative.
-High ideals and values, including a strong sense of social justice.
-Highly employable throughout the world.
-Adaptable, with the potential to be a leader in work and in the community.

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The MSc Mathematics Education focuses in detail on important issues emerging from research into the teaching and learning of Mathematics at all levels, particularly with regards to developing understanding in Mathematis. Read more
The MSc Mathematics Education focuses in detail on important issues emerging from research into the teaching and learning of Mathematics at all levels, particularly with regards to developing understanding in Mathematis. The course builds on existing research taking place here in the Durham University School of Education, conducted by Dr Patrick Barmby.

Facts

Find out more about entry requirements, duration of the course and tuition fees here. (Note: this link will direct you to the University's central course tool. Use the link provided to return to the School of Education homepage.)

How will I be taught?

Teaching on the specialised core modules takes place in three full days, taught at weekends. This allows full-time and part-time, home and international students to meet. The teaching involves a combination of lectures, seminars, tutorials and practical activities.

You will be assessed using a variety of methods, including presentations, written assignments and portfolios.

What will I learn?

You will take Research Methods in Education (30 credits) and two other core modules: Developing Understanding in Mathematics and Representations and Reasoning in Mathematics. You will also choose one additional module from across those running in the School of Education. You will also research and write up a 15,000 word dissertation within the field of Mathematics Education. This is a supervised piece of work supported by specialists in the field.

The two core modules are:

-Developing Understanding in Mathematics

The module focuses on the notion of understanding in Mathematics in relation to learning theories and linking these ideas to broader issues such as problem solving, creativity, misconceptions and assessment. The implications of the research literature on these issues are examined in terms of pedagogical practice.

Assignments include a presentation on key issues from the research in a specific area of Mathematics (30%) and a 3,500 word assignment relating the theory of developing understanding to practice in schools with implications for teaching (70%).

-Representations and Reasoning in Mathematics

The module focuses on the use of mathematical representations in the teaching of Mathematics, relating the use of these to learning theories and relating these ideas more broadly to mathematical thinking and reasoning. Key representations that are used in both primary and secondary Mathematics classrooms are examined.

Assignments include a portfolio examining the use of a particular mathematical representation in the classroom (30%) and a 3,500 word assignment relating the theory of the use of mathematical representations to practice in schools with implications for teaching (70%).

The optional modules available for you to choose from are:

21st Century Technology (30 credits)
Arts in Education (30 credits)
Classroom Assessment (30 credits)
Judgement based assessment (30 credits)
Enhancing Teaching and Learning through Productive Thinking (30 credits)
Curriculum Analysis (30 credits)
Standardised Test and Exams (30 credits)
Intercultural and International Education (30 credits)
Intercultural Communication (30 credits)
Improving Computer Education (30 credits)
Management, Leadership and Change (30 credits)
Policy Studies (30 credits)
Psychology of the Learner (30 credits)
Special Educational Needs and Inclusion: Rhetoric or Reality? (30 credits)
Learning and Teaching in Science (30 credits)
Physics as an Additional Subject Specialism (30 credits)
Chemistry as an Additional Subject Specialism (30 credits)

Who will teach me?

Dr Patrick Barmby is a Lecturer in Primary Mathematics at the Durham University School of Education. In the past, he has published on a broad range of areas, including attitudes towards science and teacher recruitment and retention. However, his main areas of research are the notion of understanding in Mathematics, the role of representations in understanding and reasoning in Mathematics and teacher subject knowledge in Mathematics. Along with colleagues, Patrick wrote the textbook for primary teachers, Primary Mathematics: Teaching for Understanding, published in 2009 by Open University Press. This was based on his research work on understanding, reasoning and representations in Mathematics. Patrick and colleagues received research funding from the Nuffield Foundation for the project ‘Visual representations in the primary classroom', which aims to develop primary teachers' use of visual representations particularly for multiplication and fractions.

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The course introduces students to research skills and specialist knowledge. Its main aims are. - to examine the theoretical frameworks used in the study of education and its constituent disciplines;. Read more
The course introduces students to research skills and specialist knowledge. Its main aims are:

- to examine the theoretical frameworks used in the study of education and its constituent disciplines;
- provide training in research methods appropriate to education;
- advance students’ capacity for professional reflection and judgment;
- cater for a range of specialists interested within the field of education or one of its constituent disciplines.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeemm

Course detail

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Mathematics Education' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, supervisors are required to provide a report on student progress which can be viewed by the student online.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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If you are enthusiastic about maths and would like to teach it but don’t have all the qualifications to begin our maths PGCE, this course is the ideal stepping stone. Read more
If you are enthusiastic about maths and would like to teach it but don’t have all the qualifications to begin our maths PGCE, this course is the ideal stepping stone. This full time one-year (36-week), DfE Teaching Agency approved, subject knowledge enhancement (SKE) course helps you to deepen your knowledge so that you are ready to train to teach maths.

The government needs more mathematics teachers, so you might even be eligible to receive a bursary while on the course.

Work towards teacher-training at Sheffield Hallam

Successfully completing this SKE course enables you to enrol for our one-year PGCE in Mathematics (subject to passing the pre-entry tests in numeracy and literacy). To be accepted onto this course you need to have already been successful in your application for a PGCE course.

Learn in a variety of ways and settings

This SKE course involves studying for one year at our City Campus, right in the heart of Sheffield. We help you to develop your subject knowledge and your confidence using a range of teaching and learning strategies and school visits. You complete mostly subject-based study at degree level, with some work alongside pupils in schools. Teaching groups are small, between 15 and 35 students, and are conducted in a lively and supportive atmosphere.

Other routes

Our two-week, non-accredited Subject Knowledge Enhancement (SKE1) Secondary Mathematics Education course could be a quick refresher if you’re a bit rusty.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/diphe-diphe-subject-knowledge-enhancement-ske-18-course-in-mathematics-education

Read less
The course introduces students to research skills and specialist knowledge. Its main aims are. - to examine the theoretical frameworks used in the study of education and its constituent disciplines;. Read more
The course introduces students to research skills and specialist knowledge. Its main aims are:

- to examine the theoretical frameworks used in the study of education and its constituent disciplines;
- provide training in research methods appropriate to education;
- advance students’ capacity for professional reflection and judgment;
- cater for a range of specialists interested within the field of education or one of its constituent disciplines.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmpemm

Course detail

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The Mathematics Masters modules are taught by means of a combination of lectures, seminars, reading groups, workshops and student presentations. Self-directed study includes pre-session readings, preparation for presentations, and practical research activities.

All students also attend educational research methods sessions as part of Educational Research route.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, supervisors are required to provide a report on student progress which can be viewed by the student online.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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