MSc in Mathematics Education
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You may be a practising teacher, perhaps with a little experience but wanting to reflect on the research basis for what is happening in your classrooms. Or you may have longer experience in the classroom but looking for fresh stimulus. If so, then you may wish to become a part-time student fitting your academic study around your working life, although a few of our teachers decide to take a break from their career and study the MSc full-time.
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Alternatively, you may have recently completed your first degree in mathematics or a related subject and you may have developed an interest in the teaching and learning of mathematics, possibly with some experience of tutoring or in the classroom. You may feel the full-time option is of more interest to you but you can also consider the part-time alternative.
You may be interested in studying for the MSc Mathematics Education degree as a preliminary step towards completing a PhD in this area.
Whoever you are, you may benefit from a course, which is designed as an introduction to the academic study of teaching and learning mathematics and, through appropriate choice of modules, allows you to address a wide number of different aspects of mathematics education.
| To hear about how this course can benefit you see what our graduates say about the course |
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What modules are available?
To leave with an MSc Mathematics Education, you will need to study modules according to the diagram set out below. An outline of each module follows. However, should you complete two 30 CAT modules and choose not to continue towards the full masters, you may exit with a Postgraduate Certificate in Mathematics Education.
Core modules
All students take the following:-
Foundation Research Methods (FRM) (30 CATs)
FRM aims to provide you with generic knowledge, skills and understanding of the theoretical and methodological issues involved in conceptualising and designing educational research. It includes both general and specific aspects of research training including key dimensions of qualitative and quantitative research, their applications, understanding of relational aspects between them, and appreciation of the politics and ethics of doing educational research. FRM has been designed to contextualise educational research, in terms of its theoretical, epistemological and methodological underpinnings, for a broad cross section of students, enabling you to comprehend different facets of educational research in an integrated and coherent fashion. The aim of the assessment methods is to lead into dissertation planning. In addition practical skills are built into FRM, through workshops, seminars and tutorials, designed to develop library, web and applied I/T search aid, and research skills relevant to your needs and interests.
Researching Mathematical Learning (30 CATs)
The purpose of this module is for you to gain a broad overview of research in the field of mathematical learning, including the theoretical models which are currently being used in the international research community. The module will not attempt to cover particular areas in great detail, but rather will introduce a range of fields of study which will be further developed in other modules within the MSc. The module will draw on your developing understanding of the research process, which is being taught in Foundation Research Methods.
An individually supervised dissertation of 20 000 words (60 CATs)
Your dissertation will enable you to explore in some depth an aspect of mathematics education. It may be theoretical in its treatment of the chosen area or the approach may instead be empirically-based, collecting data from your own classrooms, if appropriate, or through our arrangements with our partnership schools.
Other specialist modules
You choose two further taught 30 CAT modules from those available to make up a course appropriate to their particular interests and experiences. A selection of the modules listed here will be available in any one year. If you prefer, you may choose one of your options from the wide range of modules offered across the Institute of Education.
Social and Cultural Issues in Mathematics Education (30 CATs)
This module offers students the opportunity to consider a range of issues to do with the social and cultural contexts in which mathematics is taught, learnt and used, and the ways in which these may affect levels of students' involvement and achievement. International perspectives will be considered alongside case studies of situations within particular cultures. Research into a range of issues in mathematics education (gender, race, class, language, cultural and religious beliefs) will be' used to set current political concerns in a broader context by examining theoretical frameworks.
Assessment in Mathematics Education (30 CATs)
This module aims to provide you with an insight into the important role that assessment plays in the learning and teaching of mathematics. In doing so it will draw upon literature from within Mathematics Education, Psychology and Assessment. The module explores assessment for learning as well as assessment of learning. International comparison is also discussed.
Digital Technology and Mathematical Thinking (30 CATs)
The purpose of this module is for you to appreciate the relationship between the use of digital tools or resources, in particular mathematical educational software,and changes in students’ mathematical thinking. Two interwoven strands will be studied. On the one hand, you will be introduced to the growing literature on how students construct mathematical abstractions whilst trying to make sense of the environment within which they are working. On the other hand, you will be expected to construct an evaluative stance towards the design of digital and other resources in terms of their suitability for encouraging students to make such abstractions.
Pedagogy and Practice in Mathematics Classrooms (30 CATs)
This module focuses on research into aspects of teaching mathematics, and on the interacting roles of teachers and learners. Particular areas of study will include:
- classroom interaction and management: questioning, discussion, intervention, teaching styles, grouping pupils;
- the use of textbooks and other teaching resources, including ICT
- teachers' beliefs about learning and teaching;
Mathematics Teaching and Learning in the Early Years (30 CATs)
This course offers you an opportunity to explore the current research focusing on the learning and teaching of mathematics with young children. It will critically examine the role of learning of mathematics prior to school. It will also explore the opportunities for mathematical learning in play situations with young children. In particular it will discuss the distinctive features of a nursery curriculum linking this to the early learning goals and outcomes for four/five year olds
You may wish to bring 30 or 60 credits from your PGCE or other M-level courses undertaken within the past 5 years.
The Course Leader for the MSc in Mathematics Education is Jenni Ingram.
Tel: +44 (0) 24 7652 2852
E-mail: jenni.ingram@warwick.ac.uk
