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.
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.
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.
A UK undergraduate honours degree (or equivalent) and one year's appropriate professional experience. This could include professional mathematics teaching experience, working as a learning support assistant for mathematics, or visiting mathematics classrooms as a researcher. Recognition of Prior Learning is considered.
Recipient: University of Bristol
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