The University of Northampton
has a long standing reputation for high quality teaching and research and is passionate about transforming the lives of children and young people in the UK and internationally.
With its thriving community of practice, Education (Mathematics) at the University of Northampton
has established a well-earned national reputation. Our tutors have all taught in schools and are experts in their respective disciplines within the mathematics teaching field: the combination of our expertise is the strength of our teaching team which offers our students far more than the sum of our parts.
Our MA in Education (Mathematics) Pathway offers opportunities for graduates who work in teaching to extend their knowledge, understanding and skills. One students says‘…[the tutor] makes managing studying alongside work manageable. What we learn is so interesting it doesn’t seem like a chore. Thank you.’ (MA in Education [Mathematics] student).
The MA in Education (Mathematics) Pathway offers Level 7 study to professionals teaching mathematics to:
-Critically evaluate the impact of recent legislation and policy on mathematics provision.
-Enhance their knowledge and understanding of children’s mathematical development.
-Investigate and critique theoretical perspectives in mathematics and their applications to practice.
-Engage with research and literature influencing developments in mathematics teaching policy and practice.
-Critically explore cutting-edge developments in the mathematics teaching field, in the UK and internationally.
Throughout the MA in Education (Mathematics) Pathway, opportunities to engage in deep-level critical reflection with other like-minded professionals and specialist tutors enable our students to gain secure understanding of complex issues in the dynamic and exciting field of mathematics teaching to inform their professional practice.
The MA in Education (Mathematics) offers a flexible approach through standard or blended approaches. Participants can either choose to study a full MA degree, or may exit the programme earlier to attain other qualifications:
-Stage one: two specified M level modules, exit with a Postgraduate Certificate in Primary Mathematics.
-Stage two: two further M level modules, exit with a Postgraduate Diploma in Education (Mathematics).
-Stage three: Dissertation or Research Thesis, leading to the full MA in Education (Mathematics) degree.
Course modules (16/17)
-Curriculum Leadership in Mathematics
-Contemporary Issues in Mathematics Education
-Inclusion in Mathematics Teaching and Learning
-Organisational based Project
-Principles and Practice in Coaching and Mentoring
Methods of Learning
The entire MA involves 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means students will typically attend classes for six hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over three years will be expected to do one third of this. You should however be aware that this is not consistently spread across the year and that at some points you may be working considerably more hours in a week. There will also be the chance to attend additional optional sessions and presentations connected to the research undertaken at the Faculty of Education and Humanities.
The course assessment involves essays, portfolios, presentations, practical projects and small scale studies. Students will complete their final Dissertation or Research Thesis on a topic negotiated with a tutor.
Typical career opportunities for MA graduates in the field include leadership roles in schools, lecturing in further and higher education, research in the field of mathematics education and policy development in the field of mathematics education.
Applicants will normally have an honours degree from a UK institution or equivalent. Both initial modules require applicants to have Qualified Teacher Status (QTS) or equivalent. Applicants for the two initial modules will require the written support of their schools for conducting school-based research.