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Studying Mathematics at postgraduate level gives you a chance to begin your own research, develop your own creativity and be part of a long tradition of people investigating analytic, geometric and algebraic ideas. Read more
Studying Mathematics at postgraduate level gives you a chance to begin your own research, develop your own creativity and be part of a long tradition of people investigating analytic, geometric and algebraic ideas.

If your mathematical background is insufficient for direct entry to the MSc in Mathematics and its Applications, you may apply for this course. The first year of this Master's programme gives you a strong background in mathematics, equivalent to the Graduate Diploma in Mathematics, with second year studies following the MSc in Mathematics and its Applications.

Visit the website https://www.kent.ac.uk/courses/postgraduate/148/international-masters-in-mathematics-and-its-applications

About the School of Mathematics, Statistics and Actuarial Science (SMSAS)

The School has a strong reputation for world-class research and a well-established system of support and training, with a high level of contact between staff and research students. Postgraduate students develop analytical, communication and research skills. Developing computational skills and applying them to mathematical problems forms a significant part of the postgraduate training in the School.

The Mathematics Group at Kent ranked highly in the most recent Research Assessment Exercise. With 100% of the Applied Mathematics Group submitted, all research outputs were judged to be of international quality and 12.5% was rated 4*. For the Pure Mathematics Group, a large proportion of the outputs demonstrated international excellence.

The Mathematics Group also has an excellent track record of winning research grants from the Engineering and Physical Sciences Research Council (EPSRC), the Royal Society, the EU, the London Mathematical Society and the Leverhulme Trust.

Course structure

At least one modern application of mathematics is studied in-depth by each student. Mathematical computing and open-ended project work forms an integral part of the learning experience. You strengthen your grounding in the subject and gain a sound grasp of the wider relevance and application of mathematics.

There are opportunities for outreach and engagement with the public on mathematics.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

MA552 - Analysis (15 credits)
MA553 - Linear Algebra (15 credits)
MA588 - Mathematical Techniques and Differential Equations (15 credits)
MA591 - Nonlinear Systems and Mathematical Biology (15 credits)
MA593 - Topics in Modern Applied Mathematics (30 credits)
MA549 - Discrete Mathematics (15 credits)
MA572 - Complex Analysis (15 credits)
MA563 - Calculus of Variations (15 credits)
MA587 - Numerical Solution of Differential Equations (15 credits)
MA577 - Elements of Abstract Analysis (15 credits)
MA576 - Groups and Representations (15 credits)
MA574 - Polynomials in Several Variables (15 credits)
MA961 - Mathematical Inquiry and Communication (30 credits)
MA962 - Geometric Integration (15 credits)
MA964 - Applied Algebraic Topology (15 credits)
MA965 - Symmetries, Groups and Invariants (15 credits)
MA968 - Mathematics and Music (15 credits)
MA969 - Applied Differential Geometry (15 credits)
MA970 - Nonlinear Analysis and Optimisation (15 credits)
MA971 - Introduction to Functional Analysis (15 credits)
MA972 - Algebraic Curves in Nature (15 credits)
MA973 - Basic Differential Algebra (15 credits)
CB600 - Games and Networks (15 credits)
MA562 - Nonlinear Waves and Solitons (15 credits)
MA960 - Dissertation (60 credits)

Assessment

Closed book examinations, take-home problem assignments and computer lab assignments (depending on the module).

Programme aims

This programme aims to:

- provide a Master’s level mathematical education of excellent quality, informed by research and scholarship

- provide an opportunity to enhance your mathematical creativity, problem-solving skills and advanced computational skills

- provide an opportunity for you to enhance your oral communication, project design and basic research skills

- provide an opportunity for you to experience and engage with a creative, research-active professional mathematical environment

- produce graduates of value to the region and nation by offering you opportunities to learn about mathematics in the context of its application.

Study support

Postgraduate resources
The University’s Templeman Library houses a comprehensive collection of books and research periodicals. Online access to a wide variety of journals is available through services such as ScienceDirect and SpringerLink. The School has licences for major numerical and computer algebra software packages. Postgraduates are provided with computers in shared offices in the School. The School has two dedicated terminal rooms for taught postgraduate students to use for lectures and self-study.

Support
The School has a well-established system of support and training, with a high level of contact between staff and research students. There are two weekly seminar series: The Mathematics Colloquium at Kent attracts international speakers discussing recent advances in their subject; the Friday seminar series features in-house speakers and visitors talking about their latest work. These are supplemented by weekly discussion groups. The School is a member of the EPSRC-funded London Taught Course Centre for PhD students in the mathematical sciences, and students can participate in the courses and workshops offered by the Centre. The School offers conference grants to enable research students to present their work at national and international conferences.

Dynamic publishing culture
Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Advances in Mathematics; Algebra and Representation Theory; Journal of Physics A; Journal of Symbolic Computations; Journal of Topology and Analysis. Details of recently published books can be found within the staff research interests section.

Global Skills Award
All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme (http://www.kent.ac.uk/graduateschool/skills/programmes/gsa.html). The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.

Careers

A postgraduate degree in Mathematics is a flexible and valuable qualification that gives you a competitive advantage in a wide range of mathematically oriented careers. Our programmes enable you to develop the skills and capabilities that employers are looking for including problem-solving, independent thought, report-writing, project management, leadership skills, teamworking and good communication.

Many of our graduates have gone on to work in international organisations, the financial sector, and business. Others have found postgraduate research places at Kent and other universities.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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The University of Northampton is passionate about transforming children’s lives and inspiring change. Our Postgraduate Certificate in Primary Mathematics Specialist programme has the ambitious target of ensuring that every school in our region has access to a teacher trained at Masters level. Read more
The University of Northampton is passionate about transforming children’s lives and inspiring change. Our Postgraduate Certificate in Primary Mathematics Specialist programme has the ambitious target of ensuring that every school in our region has access to a teacher trained at Masters level.

The programme is a two-year Masters level course through which participating teachers extend their knowledge, skills and understanding of mathematics and related pedagogy, and develop the skills to support other colleagues in mathematics. The University of Northampton has been successfully leading the programme across a wide range of local authorities since 2009, with over 640 successful graduates.

This course is for serving teachers and aims to transform teaching and learning in mathematics. Each teacher develops their own subject and pedagogical knowledge. No pre-existing specialist knowledge of mathematics is assumed, so this course is suitable for all teachers of primary mathematics. Within this course there is a strong focus on promoting reasoning and problem solving in primary mathematics. This course will provide teachers with the professional recognition of specialist teacher of mathematics and enhance confidence in teaching and leading the subject. Teachers currently on the programme have found it rewarding and stimulating.

Course content

The course provides Masters level professional development for teachers in the curriculum area of mathematics. The content is focused on developing connectionist pedagogical approaches to teaching and learning in primary mathematics. This programme is especially relevant since it focuses on developing aspects such as fluency, reasoning and mastery that reflects current government agendas. The aims of the course provide opportunities for the teachers to:
-Broaden and deepen mathematics subject and pedagogical knowledge through critically analysing the connections and structures within mathematics.
-Deepen understanding of how pupils develop understanding of mathematics through analysing mathematical thinking and reasoning with a range of pedagogical approaches.
-Critically analyse and evaluate their own and their pupils’ learning of mathematical thinking and reasoning.
-Develop professional collaborative and leadership skills using a peer coaching approach to improve teaching and learning of mathematics in their school.
-Further develop leadership skills by undertaking a whole-schoold evelopment project to improve a particular aspect of mathematics teaching and learning within their own school.

Course modules (16/17)

-Subject and Pedagogical Knowledge in the Teaching of algebra and geometry
-Subject and Pedagogical Knowledge in the Teaching of number, calculation, measures and data handling

Methods of Learning

The course covers several methods of study which include:
-Face-to-face university-led tutition delivered through two residential weekend events. (These are included in the tuition fees for the accomodation and meals) Regular local network meetings each year.
-Autonomous learning is an important aspect of masters level study. This is achieved through work at the University and at school including: directed mathematical tasks pedagogical research.
-Engagement with online materials such as library resources.
-Engagement with online discussions and face to face discussions.
-Analytical and critical approaches to relating theory to practice with particular reference to work in school.

Schedule

-Teaching activities, workshops and seminars, online tutorial and support: 30 study hours
-Directed tasks and network sessions: 50 study hours
-Directed reading: 50 study hours
-Self-directed study: 70 study hours
-Assessment activity: 100 study hours

The teaching activities and workshops are achieved mainly through two weekend residential events each year (making four weekends altogether). For 2016-17 the first two residential weekends are on 5th/6th November 2016 and 4th/5th March 2017.

Assessments

The first year of the programme has two assignments. The first is a reflective discussion of your own mathematical learning with an activity, which you then relate to children’s learning for the same activity. The second assignment is a small project to coach or mentor a colleague within school. For this assignment you will reflect on the impact on teaching and learning for the colleague but also on your own development as a leader of mathematics in school.

The second year has one assignment. This is a small-scale research project that develops an aspect of mathematics across your school. You will use and reflect upon approaches to teaching and learning from the course to improve an aspect of mathematics in your own school. You will also present your whole-school project with a small presentation at the final network meeting. For all of the assignments you will receive personal tutorials and feedback on draft assignments.

Facilities and Special Features

The key feature of this course, and the main reason for its success, is that this programme provides a direct impact upon teaching and learning across the whole school. While this is continuing professional development for one teacher, there is a process of enabling the teacher to lead change in mathematics teaching across the whole school.

Careers

This programme allows teachers to gain a Post Graduate Certificate in mathematics specialist teaching. It has enabled teachers to gain recognition as excellent teachers and leaders of primary mathematics teaching and learning. Some teachers have progressed and gained employment specifically as leaders of mathematics in schools. Others have set up their own companies producing teaching and learning resources based on the principles of the programme. Some teachers have also gained further modules towards a full masters degree. This year some of the first graduates of this programme will be receiving their Masters Degree in 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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Are you a maths teacher wanting to develop your subject knowledge alongside studying at level 7? This online programme builds on CPD provided by Mathematics, Education and Industry (MEI) to support your classroom teaching through a deep consideration of the educational issues surrounding A level and further level mathematics. Read more
Are you a maths teacher wanting to develop your subject knowledge alongside studying at level 7? This online programme builds on CPD provided by Mathematics, Education and Industry (MEI) to support your classroom teaching through a deep consideration of the educational issues surrounding A level and further level mathematics. Ideal for those wanting to take their post-16 mathematics teaching further.

Careers with this subject

This programme is for practising mathematics teachers (or those with experience of teaching) at post-16 level. It can be taken over 1 or 2 years part time and will support your career development by providing expertise in teaching at this level and a theoretical base which will make you more able and confident to manage educational decision making.

Key features

-Taught in collaboration with MEI.
-Taught online using a virtual learning environment, then supporting you individually through tutorial work by phone or video conference, the programme becomes open to anyone.
-Practice-focused assignments which help you to theorise practice and practise your theorisation.
-Based on the professional experience of MEI staff and the academic expertise of Plymouth University’s Institute of Education.
-Starting with MEI’s CPD course (not part of the programme) to support your mathematics and pedagogy, the programme builds on Plymouth Institute of Education’s extensive expertise in supporting teaching and learning through study at level 7.
-Focused on your interests and needs, the programme provides a well-tailored, professionally useful, but also academically rigorous experience for mathematics educators.
-Comprises two modules (30 credits each), on completion there is an option to continue studying towards a full masters award (180 credits).
-Introduced at a time when new curriculum provision is changing the requirements on post-16 mathematics teachers, particularly in terms of teaching mechanics and statistics.

Course details

The programme can be taken over one or two years part-time. You complete two modules from the following:
-Teaching Further Mathematics 1
-Teaching Further Mathematics 2
-Teaching Mechanics 1
-Teaching Mechanics 2
-Teaching Statistics 1
-Teaching Statistics 2
-Teaching Advanced Mathematics (TAM is a one year course and has special arrangements associated with it – ask for details).

Optional modules
-METM701 Teaching Advanced Mathematics 1
-METM702 Teaching Advanced Mathematics 2
-METM704 Teaching Further Mathematics 2
-METM706 Teaching A-level Mechanics 2
-METM708 Teaching Statistics 2
-METM703 Teaching Further Mathematics 1
-METM705 Teaching A-level Mechanics 1
-METM707 Teaching Statistics 1

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This National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Secondary Mathematics course trains you to teach Mathematics to 11 to 16-year-olds. Read more
This National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Secondary Mathematics course trains you to teach Mathematics to 11 to 16-year-olds. London Metropolitan University’s partnership with local schools ensures you’ll have a continuity of support throughout both your theoretical learning and practical placements. Attendees of our PGCE Secondary courses pass with high results, with 95% achieving an Ofsted good or outstanding grade and 96% going on to obtain employment, usually with one of their placement schools. You also have access to Department of Education (DfE) bursaries as well as the Subject Knowledge Enhancement (SKE) in Mathematics if needed.

More about this course

Our PGCE School Direct Secondary Mathematics course teaches you the skills and knowledge needed for teaching mathematics to 11 to 16-year-olds (Key Stage 3 and 4) and leads to Qualified Teacher Status. This NCTL-accredited course also offers you the opportunity to develop your A level teaching where possible.

We’ll introduce you to current debates in mathematics and a wide variety of interactive teaching styles including group work and computer presentations. If you need help improving your own mathematics knowledge, we run a Subject Knowledge Enhancement course to help your training.

With our teaching placements in London, you'll improve your ability to teach in multicultural urban environments. By combining your studies at London Met with practical teaching placements, you’ll increase your understanding of the ways children learn and how your teaching style can help develop their mathematics skills.

We place great emphasis on sharing feedback between your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a Secondary teacher.

The high quality of our training has led to positive feedback from Ofsted:

"Trainees and newly qualified teachers are enthusiastic about their subject, and plan and teach lessons that are well structured. They make good use of subject-specific vocabulary in their planning and teaching."
Ofsted, 2015

To help you in your application, Department of Education (DfE) bursaries are available for this course.

This PGCE course has three assessment elements:
-Practical teaching experience is assessed in relation to the Standards for Qualified Teacher Status
-A reflective portfolio is compiled across the year, detailing personal experiences and reflections on your development as a teacher
-A research assignment at the end of the year which focuses on the implementation of a key area of educational policy in the area of mathematics

There are no examinations.

Professional accreditation

This PGCE course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that you will take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the secondary curriculum
-Considering all aspects of the mathematics curriculum
-Training to assess school pupils’ progress in each of these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for your wider professional development as a teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in London placements, learning to teach with a mentor in secondary schools

In both university and classroom contexts your self-directed study is extremely important in order to help develop your own purposeful educational enquiry, prepare effective teaching resources and ensure up-to-date subject knowledge.

What our students say

“Choosing to complete my teacher training at London Met was the best career decision I ever made. Studying in the heart of London while being surrounded by a diverse body of staff and students was exactly the preparation I needed for teaching at inner-London secondary schools. London Met’s commitment to tackling the challenging issues surrounding modern urban education was, I believe, a key factor in my rapid progression to the position of head of department after just four years of teaching.

Having gained a unique insight into the value of teacher education throughout my undergraduate studies, I then embarked on a master’s in Education, again with London Met. After successfully completing this, I am now in my eighth year in the profession and currently considering application for a Doctorate in Education.” Rosie Walsh, former PGCE Secondary Mathematics student

After the course

This PGCE leads to Qualified Teacher Status (QTS), which enables you to teach mathematics to 11 to 16-year-olds. Our trainees have gone on to secure mathematics teacher roles at schools including Langdon Academy, Islamia Girls School and Stoke Newington School and Sixth Form.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct school placements work around the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years / Primary and in Secondary teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students and carry out placements of 120 days in a school or consortium of schools with a School Direct allocation. This time could be divided between two schools with some flexibility.

London Met has School Direct partnership with nearly 100 schools. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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The PGCE Primary Mathematics Specialist with QTS is a school-led programme which combines on-campus study with training in placement schools and settings. Read more
The PGCE Primary Mathematics Specialist with QTS is a school-led programme which combines on-campus study with training in placement schools and settings.

You will train to teach across the 5-11 age range in Key Stages 1 and 2 and achieve the Teachers’ Standards. The training experience is designed to fully prepare you for your first year as a Newly Qualified Teacher (NQT).

During the programme, you will study all of the National Curriculum subjects and you will specialise in Mathematics in great depth. You will qualify as a Primary teacher who will also be able to bring a passion for Mathematics and excellent Mathematics subject knowledge to a first teaching post.

Successful completion of this PGCE will lay the foundations for you to become a leader in mathematics, generating enthusiasm for Mathematics amongst children, and modelling and leading others in the development of enriching, engaging and challenging lessons.

What will I study?

The programme consists of four main elements.

- Academic and Professional Development – gaining knowledge of how children learn and how their needs differ, you will develop the core skills of planning, assessment, teaching and classroom management. You will also gain an understanding of the education system, consider the wider professional role of a teacher, and learn how to reflect upon and take responsibility for your professional development;

- Curriculum Subject Knowledge – working with expert tutors, you will acquire essential subject knowledge for the Primary National Curriculum. Exploring a range of teaching methods, including the use of ‘new’ technologies, you will be guided in how to provide children with stimulating, imaginative and effective learning experiences;

- Specialism – choosing Mathematics as your specialism will enable you to enhance and deepen your knowledge of the subject, undertake action research projects in school, and further your knowledge and understanding of how Mathematics is taught and led in school. You will also develop a clear understanding of the needs of children who struggle to learn Mathematics, gaining an understanding of how to teach them effectively and give them the confidence to progress;

- Weekend Conferences – three weekend conferences provide an opportunity for deeper study of aspects of Primary Mathematics including international and historical perspectives and research from the forefront of the subject.

How will I study?

A combination of seminars, tutorials, a summer school and weekend conferences, together with practical, work-based learning in the classroom will give you the knowledge and skills you need to become an excellent teacher. A substantial amount of face-to-face contact time with specialist tutors will be facilitated across all Primary National Curriculum subjects. You will be supported by online and distance learning materials and encouraged to develop key skills, including the use of technology, to support your own learning.

You will also spend a significant amount of time in schools in a variety of Key Stage 1 and Key Stage 2 classes during the programme. Over the length of the PGCE, you will progress from teaching small groups with a partner to teaching a full class on your own as you become more confident in the classroom. There are also frequent opportunities to observe outstanding teachers in action and learn from high quality training in schools.

Undertaking a range of differentiated training experiences that are closely linked to your individual targets, you will develop your role as a classroom teacher and assume greater responsibility for the class as you move through the programme.

How will I be assessed?

A balanced combination of coursework and observed classroom experience will be assessed against the Teachers’ Standards. You will also complete rigorous subject knowledge audits and checks to ensure you have outstanding subject knowledge.

Who will be teaching me?

You will be taught by expert practitioners including teachers who are specialists in Mathematics and primary education and who will model high quality practice to enable you to develop your own teaching style.

What are my career prospects?

Successful completion of this programme will allow you to gain a recommendation for QTS and progress into employment as a Newly Qualified Teacher in a primary school.

Our graduates obtain work in schools across the UK and abroad and we offer excellent support to help you gain your first teaching post. You will have an ability to teach in Key Stage 1 or Key Stage 2 in primary schools, a strong knowledge of primary education, excellent Mathematics subject knowledge and pedagogy, as well as outstanding classroom skills, so that you meet and exceed the national standards for Qualified Teacher Status.

You will also have a thorough understanding of how to teach the primary curriculum in creative ways that excite and stimulate children whilst ensuring that they make good progress. In addition, you will have a deep knowledge of Mathematics and be well placed to take a leadership role in school. Skills in monitoring and managing your own development, together with an ability to reflect on alternative approaches to education, will help you to make your own informed choices and aid your career progression.

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Our PGCE Secondary Mathematics course will train you to become a teacher of Mathematics for 11-16 year-olds. Read more
Our PGCE Secondary Mathematics course will train you to become a teacher of Mathematics for 11-16 year-olds. Accredited by the National College for Teaching and Leadership (NCTL), London Met has official partnerships with many schools in London, ensuring you have a continuity of support throughout both your theoretical learning and hands-on practical experience. Trainees on our PGCE Secondary courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with their placement schools. Department of Education (DfE) bursaries are available for this course and the University also offers a well-established Subject Knowledge Enhancement in Mathematics where needed.

More about this course

Our NCTL accredited PGCE School Direct Secondary Mathematics course trains you to teach mathematics to 11 to 16-year-olds and leads to Qualified Teacher Status for Key Stages 3 and 4. You'll also have opportunities to develop your A-Level teaching.

Drawing on current debates in mathematics, we'll introduce you to a range of interactive teaching styles including computer presentations and group work. This will help you raise pupil standards and participation in mathematics. If you need help improving your own mathematics knowledge, you can attend our short Subject Knowledge Enhancement course.

The London location of your placement schools will introduce you to teaching in diverse and multicultural urban environments. You’ll discover how these children learn and the techniques you can use to develop their mathematics skills.

As Ofsted notes, the high quality of our training has enabled attendees of the course to secure work as teachers across London:

"Headteachers are particularly complimentary about the fact that the trainees and Newly Qualified Teachers are well prepared to meet the specific challenges of teaching pupils in the context of London schools."
Ofsted, 2015

To help you in your application, Department of Education (DfE) bursaries are available for this course and vary according to the standard of your first degree.

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio which is compiled across the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment, which allows you to explore an educational issue

There are no examinations.

You'll share feedback with your colleagues on the course, completing a weekly reflection and contribution to online discussions that will further develop your understanding of the secondary teacher role.

Professional accreditation

This course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

The modules listed below are for the academic year 2016/17 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:
-Curriculum Studies (core, 30 credits)
-Professionalism and Inclusive Practice (core, 30 credits)
-School Experience to Progress Point 2 (core, 15 credits)
-School Experience to Progress Point 5 (core, 45 credits)

What our students say

“Choosing to complete my teacher training at London Met was the best career decision I ever made. Studying in the heart of London while being surrounded by a diverse body of staff and students was exactly the preparation I needed for teaching at inner-London secondary schools. London Met’s commitment to tackling the challenging issues surrounding modern urban education was, I believe, a key factor in my rapid progression to the position of head of department after just four years of teaching.

Having gained a unique insight into the value of teacher education throughout my undergraduate studies, I then embarked on a Master’s in Education, again with London Met. After successfully completing this, I am now in my eighth year in the profession and currently considering application for a Doctorate in Education.” Rosie Walsh, former PGCE Secondary Mathematics student

After the course

This compact PGCE leads to Qualified Teacher Status (QTS), which enables you to teach mathematics to 11 to 16-year-olds. Our trainees have gone on to secure mathematics teacher roles at schools including Langdon Academy, Islamia Girls School and Stoke Newington School & Sixth Form.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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A minimum GPA of 3.0 in all undergraduate coursework in mathematics. A letter of intent written by the applicant expressing professional goals as applied to the program. Read more
• A minimum GPA of 3.0 in all undergraduate coursework in mathematics.
• A letter of intent written by the applicant expressing professional goals as applied to the program.
• Submission of three letters of recommendation, using the required recommendation form. Two letters must be from mathematics faculty with whom the applicant has taken courses.
• Resume 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 Arts program in Mathematics is designed to develop the student’s ability to work independently and to obtain basic knowledge in algebra, real and complex variables, and topology so that mathematics literature can be read with understanding and enjoyment. The successful completion of this program should prepare a student to enter a second-year doctoral program in mathematics, to begin a career as an industrial mathematician or as a faculty member at a junior or community college. Program start dates: Fall or Spring (in certain cases).

Required Program Courses
Minimum of 30 credit hours
MATH 661, Topology I ...................................................3 credits
MATH 671, Abstract Algebra I ..........................................3 credits
MATH 672, Abstract Algebra II .........................................3 credits
MATH 681, Complex Variables I .......................................3 credits
MATH 691, Real Variables I .............................................3 credits
MATH 698, Seminar .....................................................3 credits

One of the following:

MATH 662, Topology II ...............................................3 credits
MATH 682, Complex Variables II ...................................3 credits
MATH 692, Real Variables II ........................................3 credits
Mathematics Electives ..................................................9 credits

Success Stories

SUNY Potsdam Mathematics graduates are employed by com-panies such as Aetna, AT&T, IBM, General Electric, Kodak, the National Security Agency and Hewlett Packard. Others have received assistantships and fellowships at reputable universities, and many have earned Ph.D. degrees in mathematics or statistics.

Uniqueness of the Program

The MA Mathematics program develops rigorous mathematical thinking and offers a spectrum of well-taught courses in pure and theoretical mathematics.

Testimonials

"I was accepted to all but three Ph.D. programs I applied to. I feel very fortunate to be in this position, [with] so many great offers from excellent schools. I would recommend a stats program to any BA/MA student interested in furthering their education through a degree that’s not math as they’ll be highly qualified and prepared. That stance has only been further confirmed as I talk to faculty in different statistics departments." — Justin J. Raimondi, Class of 2014

"As a somewhat sheltered student through high school, I found that the mathematics faculty at SUNY Potsdam nurtured me carefully, providing the support I needed to develop confidence in the content area, and to deepen my love of mathematics. After graduating from the BA/MA program, I have taught successfully at the high school and college levels for nearly 30 years." —Donald C. Straight, Class of 1988

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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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Studying Mathematics at postgraduate level gives you a chance to begin your own research, develop your own creativity and be part of a long tradition of people investigating analytic, geometric and algebraic ideas. Read more
Studying Mathematics at postgraduate level gives you a chance to begin your own research, develop your own creativity and be part of a long tradition of people investigating analytic, geometric and algebraic ideas.

You would be joining a vibrant research community of almost 100 postgraduate and postdoctoral researchers and academic staff. You have the opportunity to engage with a very wide range of research topics within a well-established system of support and training, with a high level of contact between staff and research students.

A very active research seminar programme further enhances the Mathematics research experience.

Visit the website https://www.kent.ac.uk/courses/postgraduate/149/mathematics

About the School of Mathematics, Statistics and Actuarial Science (SMSAS):

The School has a strong reputation for world-class research as indicated by our results in the latest Research Assessment Exercise (RAE). Postgraduate students develop analytical, communication and research skills. Developing computational skills and applying them to mathematical problems forms a significant part of the postgraduate training in the School.

The Mathematics Group at Kent ranked highly in the most recent RAE. With 100% of the Applied Mathematics Group submitted, all research outputs were judged to be of international quality and 12.5% was rated 4*. For the Pure Mathematics Group, a large proportion of the outputs demonstrated international excellence.

The Mathematics Group also has an excellent track record of winning research grants from the Engineering and Physical Sciences Research Council (EPSRC), the Royal Society, the EU, the London Mathematical Society and the Leverhulme Trust.

Study support

- Postgraduate resources

The University’s Templeman Library houses a comprehensive collection of books and research periodicals. Online access to a wide variety of journals is available through services such as ScienceDirect and SpringerLink. The School has licences for major numerical and computer algebra software packages. Postgraduates are provided with computers in shared offices in the School. The School has two dedicated terminal rooms for taught postgraduate students to use for lectures and self-study.

- Support

The School has a well-established system of support and training, with a high level of contact between staff and research students. There are two weekly seminar series: The Mathematics Colloquium at Kent attracts international speakers discussing recent advances in their subject; the Friday seminar series features in-house speakers and visitors talking about their latest work. These are supplemented by weekly discussion groups. The School is a member of the EPSRC-funded London Taught Course Centre for PhD students in the mathematical sciences, and students can participate in the courses and workshops offered by the Centre. The School offers conference grants to enable research students to present their work at national and international conferences.

- Dynamic publishing culture

Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Advances in Mathematics; Algebra and Representation Theory; Journal of Physics A; Journal of Symbolic Computations; Journal of Topology and Analysis. Details of recently published books can be found within the staff research interests section.

- Researcher Development Programme

Kent's Graduate School co-ordinates the Researcher Development Programme (http://www.kent.ac.uk/graduateschool/skills/programmes/tstindex.html) for research students, which includes workshops focused on research, specialist and transferable skills. The programme is mapped to the national Researcher Development Framework and covers a diverse range of topics, including subjectspecific research skills, research management, personal effectiveness, communication skills, networking and teamworking, and career management skills.

Careers

A postgraduate degree in Mathematics is a flexible and valuable qualification that gives you a competitive advantage in a wide range of mathematically oriented careers. Our programmes enable you to develop the skills and capabilities that employers are looking for including problem-solving, independent thought, report-writing, project management, leadership skills, teamworking and good communication.

Many of our graduates have gone on to work in international organisations, the financial sector, and business. Others have found postgraduate research places at Kent and other universities.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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The Postgraduate Certificate in Primary Mathematics is a three module credit course at M level, consisting of a single taught module and a double module supporting your action research. Read more
The Postgraduate Certificate in Primary Mathematics is a three module credit course at M level, consisting of a single taught module and a double module supporting your action research.

It is a part-time course designed for students working full-time. Each module has an attached assignment which can draw directly on your own practice and setting.

See the website http://www.brookes.ac.uk/Courses/Postgraduate/PGCert-Education-Primary-Mathematics/

Why choose this course?

- The course helps you to delve explore the issues surrounding the teaching of mathematics including curriculum demands, attainment and pupil progress.

- It focuses on inquiry, particularly into your own practice, or the practices of your organisation.

- It will introduce you to ways in which you can enhance mathematical pedagogy.

- You will receive support in researching, analysing and reflecting on an element of your practice or context.

- You will learn how to adapt to demands in the teaching of primary mathematics, and be helped to facilitate the achievement and progress of pupils within your setting.

This course in detail

Module details:
- Enhancing Mathematical Pedagogy
This module facilitates current professionals, including practising teachers, to improve educational outcomes associated with primary mathematics. You will enhance your own individual teaching practice in primary mathematics, and develop a deeper understanding of pedagogy and subject knowledge, together with an understanding of research into the teaching and learning of mathematics from ages 4 - 11.

Sessions will cover:
- good practice in primary mathematics teaching - through investigating key research in mathematical learning and conceptual development, and looking at how this links to classroom practice

- Mathematics as a culturally situated and identity driven practice - by looking at national and international practice in mathematics education, and models of social representation and dialogical identity, we will discuss many of the often ignored impacts on learning and development

- curricular change and development in teaching of mathematics, from ages 4 - 11, aligning teaching and subject knowledge, enabling you to identify areas for your own subject knowledge enhancement

- ways of 'surveying' mathematical teaching and analysing attainment in your class/classes, and using this to plan interventions and 'next steps' around specific mathematical concepts.

- Action Research (double module)
This double module supports you in reflecting upon and developing your practice by undertaking an action research project of your own choosing, in your own context.

It is intended that the results of this research should feed into a wider network of good practice. Session content is determined by the focus of the inquiries selected by students, adopting a 'learning set' approach.

Group seminars and workshops will provide a structured introduction to action research followed by the development of small working groups to support the stages of individual projects and provide peer group support. You will be introduced to relevant academic theory and research and have access to support material from the MA in Education online resources.

Please note: as our courses are reviewed regularly the list of modules you choose from may vary from that shown here.

Attendance pattern

This course takes place on Wednesday evenings 5.00pm - 8.00pm at the Harcourt Hill Campus, and takes place in three academic terms: September-December; January-April; May-July.

How this course helps you develop

The PGCertificate aims to develop reflective practitioners at master's level.

Careers

Your learning on the course may lead to better prospects for career advancement and students may change role / direction as a function of developing new understandings and skills from their work on the course.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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This course covers a wide range of topics from both applied and applicable mathematics and is aimed at students who want to study the field in greater depth, in areas which are relevant to real life applications. Read more
This course covers a wide range of topics from both applied and applicable mathematics and is aimed at students who want to study the field in greater depth, in areas which are relevant to real life applications.

You will explore the mathematical techniques that are commonly used to solve problems in the real world, in particular in communication theory and in physics. As part of the course you will carry out an independent research investigation under the supervision of a member of staff. Popular dissertation topics chosen by students include projects in the areas of communication theory, mathematical physics, and financial mathematics.

The transferable skills gained on this course will open you up to a range of career options as well as provide a solid foundation for advanced research at PhD level.

See the website https://www.royalholloway.ac.uk/mathematics/coursefinder/mscmathematicsforapplications.aspx

Why choose this course?

- You will be provided with a solid mathematical foundation and knowledge and understanding of the subjects of cryptography and communications, preparing you for research or professional employment in this area.

- The Mathematics Department at Royal Holloway is well known for its expertise in information security and cryptography. The academics who teach on this course include several leading researchers in these areas.

- The mathematical foundations needed for applications in communication theory and cryptography are covered including Algebra, Combinatorics Complexity Theory/Algorithms and Number Theory.

- You will have the opportunity to carry out your dissertation project in a cutting-edge research area; our dissertation supervisors are experts in their fields who publish regularly in internationally competitive journals and there are several joint projects with industrial partners and Royal Holloway staff.

- After completing the course students have a good foundation for the next step of their career both inside and outside academia.

Department research and industry highlights

The members of the Mathematics Department cover a range of research areas. There are particularly strong groups in information security, number theory, quantum theory, group theory and combinatorics. The Information Security Group has particularly strong links to industry.

Course content and structure

You will study eight courses and complete a main project under the supervision of a member of staff.

Core courses:
Theory of Error-Correcting Codes
The aim of this unit is to provide you with an introduction to the theory of error-correcting codes employing the methods of elementary enumeration, linear algebra and finite fields.

Advanced Cipher Systems
Mathematical and security properties of both symmetric key cipher systems and public key cryptography are discussed, as well as methods for obtaining confidentiality and authentication.

Main project
The main project (dissertation) accounts for 25% of the assessment of the course and you will conduct this under the supervision of a member of academic staff.

Additional courses:
Applications of Field Theory
You will be introduced to some of the basic theory of field extensions, with special emphasis on applications in the context of finite fields.

Quantum Information Theory
‘Anybody who is not shocked by quantum theory has not understood it' (Niels Bohr). The aim of this unit is to provide you with a sufficient understanding of quantum theory in the spirit of the above quote. Many applications of the novel field of quantum information theory can be studied using undergraduate mathematics.

Network Algorithms
In this unit you will be introduced to the formal idea of an algorithm, when it is a good algorithm and techniques for constructing algorithms and checking that they work; explore connectivity and colourings of graphs, from an algorithmic perspective; and study how algebraic methods such as path algebras and cycle spaces may be used to solve network problems.

Advanced Financial Mathematics
In this unit you will investigate the validity of various linear and non-linear time series occurring in finance and extend the use of stochastic calculus to interest rate movements and credit rating;

Combinatorics
The aim of this unit is to introduce some standard techniques and concepts of combinatorics, including: methods of counting including the principle of inclusion and exclusion; generating functions; probabilistic methods; and permutations, Ramsey theory.

Computational Number Theory
You will be provided with an introduction to many major methods currently used for testing/proving primality and for the factorisation of composite integers. The course will develop the mathematical theory that underlies these methods, as well as describing the methods themselves.

Complexity Theory
Several classes of computational complexity are introduced. You will discuss how to recognise when different problems have different computational hardness, and be able to deduce cryptographic properties of related algorithms and protocols.

On completion of the course graduates will have:
- knowledge and understanding of: the principles of communication through noisy channels using coding theory; the principles of cryptography as a tool for securing data; and the role and limitations of mathematics in the solution of problems arising in the real world

- a high level of ability in subject-specific skills, such as algebra and number theory

- developed the capacity to synthesise information from a number of sources with critical awareness

- critically analysed the strengths and weaknesses of solutions to problems in applications of mathematics

- the ability to clearly formulate problems and express technical content and conclusions in written form

- personal skills of time management, self-motivation, flexibility and adaptability.

Assessment

Assessment is carried out by a variety of methods including coursework, examinations and a dissertation. The examinations in May/June count for 75% of the final average and the dissertation, which has to be submitted in September, counts for the remaining 25%.

Employability & career opportunities

Our students have gone on to successful careers in a variety of industries, such as information security, IT consultancy, banking and finance, higher education and telecommunication. In recent years our graduates have entered into roles including Principal Information Security Consultant at Abbey National PLC; Senior Manager at Enterprise Risk Services, Deloitte & Touche; Global IT Security Director at Reuters; and Information Security Manager at London Underground.

How to apply

Applications for entry to all our full-time postgraduate degrees can be made online https://www.royalholloway.ac.uk/studyhere/postgraduate/applying/howtoapply.aspx .

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In recent years, finance has been one of the areas where high-calibre mathematicians have been in great demand. Read more
In recent years, finance has been one of the areas where high-calibre mathematicians have been in great demand. With the advent of powerful and yet economically accessible computing, online trading has become a common activity, but many have realised that a certain amount of mathematics is necessary to be successful in such fields.

One of our most popular courses, MSc Mathematics and Finance allows those with a background in mathematics to study finance. Since finance routinely involves modelling and evaluating risk, asset pricing and price forecasting, mathematics has become an indispensable tool for this study.

You explore topics including:
-Models and mathematics in portfolio management
-Risk management in modern banking
-Financial modelling
-Actuarial modelling
-Applied statistics

Our interdisciplinary research recognises that mathematics, including what can be very abstract mathematics, is an essential part of research in many other disciplines.

Our Department of Mathematical Sciences has an international reputation in many areas including semi-group theory, optimisation, probability, applied statistics, bioinformatics and mathematical biology.

This course can also be studied to a PGDip level - for more information, please view this web-page: http://www.essex.ac.uk/courses/details.aspx?mastercourse=PG00610&subgroup=2

Our expert staff

Our Department of Mathematical Sciences is a small but influential department, so our students and staff know each other personally. You never need an appointment to see your tutors and supervisors, just knock on our office doors – we are one of the few places to have an open-door policy, and no issue is too big or small.

Our staff have published several well-regarded text books and are world leaders in their individual specialisms, with their papers appearing in learned journals like Communications in Algebra, Studia Logica, International Journal of Algebra and Computation, SIAM Journal in Optimization, IEEE Evolutionary Computation, Computers and Operations Research, Ecology, Journal of Mathematical Biology, and Journal of Statistical Applications in Genetics and Molecular Biology.

Specialist facilities

-Unique to Essex is our renowned Maths Support Centre, which offers help to students, staff and local businesses on a range of mathematical problems. Throughout term-time, we can chat through mathematical problems either on a one-to-one or small group basis
-We have our own computer labs for the exclusive use of students in the Department of Mathematical Sciences – in addition to your core maths modules, you gain computing knowledge of software including Matlab and Maple
-We host regular events and seminars throughout the year
-Our students run a lively Mathematics Society, an active and social group where you can explore your interest in your subject with other students

Your future

There is undoubtedly a shortage of mathematicians in general, and an even greater one of those with knowledge of finance.

Our course produces graduates with a sound background in mathematics and finance. Key employability skills include computing, use of algorithms, data analysis, mathematical modelling and understanding financial statements.

Our graduates are highly sought after by a range of employers and find employment in financial services, scientific computation, decision making support and government, risk assessment, statistics, education and other sectors.

We also offer supervision for PhD, MPhil and MSc by Dissertation. We have an international reputation in many areas such as semi-group theory, optimisation, probability, applied statistics, bioinformatics and mathematical biology, and our staff are strongly committed to research and to the promotion of graduate activities.

We additionally work with our Employability and Careers Centre to help you find out about further work experience, internships, placements, and voluntary opportunities.

Example structure

-Dissertation
-Research Methods
-Financial Modelling
-Mathematics of Portfolios
-Research Methods in Finance: Empirical Methods in Finance
-Stochastic Processes
-Applied Statistics (optional)
-Bank Strategy and Risk (optional)
-Bayesian Computational Statistics (optional)
-Combinatorial Optimisation (optional)
-Derivative Securities (optional)
-Economics of Financial Markets (optional)
-Financial Derivatives (optional)
-Ordinary Differential Equations (optional)
-Partial Differential Equations (optional)
-Statistical Methods (optional)
-Metric Spaces

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This highly focused MSc explores some of the mathematics behind modern secure information and communications systems, specialising in mathematics relevant for public key cryptography, coding theory and information theory. Read more
This highly focused MSc explores some of the mathematics behind modern secure information and communications systems, specialising in mathematics relevant for public key cryptography, coding theory and information theory. During the course critical awareness of problems in information transmission, data compression and cryptography is raised, and the mathematical techniques which are commonly used to solve these problems are explored.

The Mathematics Department at Royal Holloway is well known for its expertise in information security and cryptography and our academic staff include several leading researchers in these areas. Students on the programme have the opportunity to carry out their dissertation projects in cutting-edge research areas and to be supervised by experts.

The transferable skills gained during the MSc will open up a range of career options as well as provide a solid foundation for advanced research at PhD level.

See the website https://www.royalholloway.ac.uk/mathematics/coursefinder/mscmathematicsofcryptographyandcommunications(msc).aspx

Why choose this course?

- You will be provided with a solid mathematical foundation and a knowledge and understanding of the subjects of cryptography and communications preparing you for research or professional employment in this area.

- The mathematical foundations needed for applications in communication theory and cryptography are covered including Algebra, Combinatorics Complexity Theory/Algorithms and Number Theory.

- You will have the opportunity to carry out your dissertation project in a cutting-edge research area; our dissertation supervisors are experts in their fields who publish regularly in internationally competitive journals and there are several joint projects with industrial partners and Royal Holloway staff.

- After completing the course former students have a good foundation for the next step of their career both inside and outside academia.

Department research and industry highlights

The members of the Mathematics Department cover a range of research areas. There are particularly strong groups in information security, number theory, quantum theory, group theory and combinatorics. The Information Security Group has particularly strong links to industry.

Course content and structure

You will study eight courses as well as complete a main project under the supervision of a member of staff.

Core courses:
Advanced Cipher Systems
Mathematical and security properties of both symmetric key cipher systems and public key cryptography are discussed as well as methods for obtaining confidentiality and authentication.

Channels
In this unit, you will investigate the problems of data compression and information transmission in both noiseless and noisy environments.

Theory of Error-Correcting Codes
The aim of this unit is to provide you with an introduction to the theory of error-correcting codes employing the methods of elementary enumeration, linear algebra and finite fields.

Public Key Cryptography
This course introduces some of the mathematical ideas essential for an understanding of public key cryptography, such as discrete logarithms, lattices and elliptic curves. Several important public key cryptosystems are studied, such as RSA, Rabin, ElGamal Encryption, Schnorr signatures; and modern notions of security and attack models for public key cryptosystems are discussed.

Main project
The main project (dissertation) accounts for 25% of the assessment of the course and you will conduct this under the supervision of a member of academic staff.

Additional courses:
Applications of Field Theory
You will be introduced to some of the basic theory of field extensions, with special emphasis on applications in the context of finite fields.

Quantum Information Theory
‘Anybody who is not shocked by quantum theory has not understood it' (Niels Bohr). The aim of this unit is to provide you with a sufficient understanding of quantum theory in the spirit of the above quote. Many applications of the novel field of quantum information theory can be studied using undergraduate mathematics.

Network Algorithms
In this unit you will be introduced to the formal idea of an algorithm, when it is a good algorithm and techniques for constructing algorithms and checking that they work; explore connectivity and colourings of graphs, from an algorithmic perspective; and study how algebraic methods such as path algebras and cycle spaces may be used to solve network problems.

Advanced Financial Mathematics
In this unit you will investigate the validity of various linear and non-linear time series occurring in finance and extend the use of stochastic calculus to interest rate movements and credit rating;

Combinatorics
The aim of this unit is to introduce some standard techniques and concepts of combinatorics, including: methods of counting including the principle of inclusion and exclusion; generating functions; probabilistic methods; and permutations, Ramsey theory.

Computational Number Theory
You will be provided with an introduction to many major methods currently used for testing/proving primality and for the factorisation of composite integers. The course will develop the mathematical theory that underlies these methods, as well as describing the methods themselves.

Complexity Theory
Several classes of computational complexity are introduced. You will discuss how to recognise when different problems have different computational hardness, and be able to deduce cryptographic properties of related algorithms and protocols.

On completion of the course graduates will have:
- a suitable mathematical foundation for undertaking research or professional employment in cryptography and/or communications

- the appropriate background in information theory and coding theory enabling them to understand and be able to apply the theory of communication through noisy channels

- the appropriate background in algebra and number theory to develop an understanding of modern public key cryptosystems

- a critical awareness of problems in information transmission and data compression, and the mathematical techniques which are commonly used to solve these problems

- a critical awareness of problems in cryptography and the mathematical techniques which are commonly used to provide solutions to these problems

- a range of transferable skills including familiarity with a computer algebra package, experience with independent research and managing the writing of a dissertation.

Assessment

Assessment is carried out by a variety of methods including coursework, examinations and a dissertation. The examinations in May/June count for 75% of the final average and the dissertation, which has to be submitted in September, counts for the remaining 25%.

Employability & career opportunities

Our students have gone on to successful careers in a variety of industries, such as information security, IT consultancy, banking and finance, higher education and telecommunication. In recent years our graduates have entered into roles including Principal Information Security Consultant at Abbey National PLC; Senior Manager at Enterprise Risk Services, Deloitte & Touche; Global IT Security Director at Reuters; and Information Security manager at London Underground.

How to apply

Applications for entry to all our full-time postgraduate degrees can be made online https://www.royalholloway.ac.uk/studyhere/postgraduate/applying/howtoapply.aspx .

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We invite MPhil proposals in any of our research areas. In Pure Mathematics our two main fields are functional analysis and geometric algebra. Read more
We invite MPhil proposals in any of our research areas. In Pure Mathematics our two main fields are functional analysis and geometric algebra. In Applied Mathematics our research is predominantly in fluid mechanics, astrophysics and cosmology.

As a research postgraduate in the School of Mathematics and Statistics you will be working under the supervision of an expert in your chosen field. To help you identify a topic and potential supervisor, we encourage you to find out more about our staff specialisms.

Research areas

Within each field of Pure Mathematics there are multiple subgroups. In analysis, one subgroup concentrates on operator theory and function theory, the other on Banach algebras, cohomology and modules. In algebra there are subgroups devoted to the study of infinite groups, and finite classical groups and their geometries

Our Applied Mathematics staff have research interests in:
-Fluid dynamics, including numerical modelling of quantum fluids (superfluid liquid Helium and Bose-Einstein condensates)
-Classical and astrophysical fluids (the Earth's core, planetary dynamos, accretion discs and galaxies)
-Cosmology, including the very early universe and quantum gravity

Research seminars and events

We run weekly research seminars in algebra and geometries, analysis, and applied mathematics, as well as postgraduate seminars led by students.

Specialist courses are offered through the MAGIC distance learning consortium, sponsored in part by the Engineering and Physical Sciences Research Council (EPSRC).

Partnerships and networks

We are part of:
-The North British Functional Analysis Seminar
-The North British Geometric Group Theory Seminar
-Algebra and Representation Theory in the North, funded by the London Mathematical Society and the Edinburgh Mathematical Society

With Durham University, we are part of the Joint Quantum Centre broadly dedicated to various aspects of quantum science.

Facilities

You will have access to online research facilities via your own desktop PC in a shared postgraduate work space. There is also a teaching cluster (of about 150 PCs) within the School.

As well as the library resources provided by the main Robinson Library, you will have access to the School's mathematics and statistics library and reading room.

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