MA Mathematics Education

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

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

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

Overview

The MA Mathematics Education degree is one year full-time degree intended for mathematics graduates with an interest in education, practising mathematics teachers, mathematics teacher educators and other educational professionals. Teaching experience is welcome but so are applications from those just beginning or considering a career in mathematics education. The course is designed to allow a useful interchange of ideas between those with significant teaching experience.

The course introduces the study of mathematics education as an academic discipline and will acquaint you with elements from psychology, sociology, anthropology, philosophy and history of mathematics that influence mathematics education research. Training will be provided in the methodology of educational research and you will have the opportunity to pursue an individual specialist topic within mathematics education under the supervision of a member of the Research in Mathematics Education Group (RME).

The course consists of taught modules and a dissertation. The three mathematics education modules will provide a broad introduction to the study of mathematics education as an academic discipline. The research methods and critical reading modules introduce methods used in educational research and provide opportunities for you to work on specialist topics within mathematics education. You will also have the opportunity to complete an extended piece of research-based study in mathematics education in the form of a dissertation. There is also the choice of an optional module, which includes a module on quantitative research methods in education. For further detail of the modules on offer, please see the Course Profile tab.

The Mathematics Education Group (RME)

Established in 2003, the RME Group at the University of East Anglia is a growing and vibrant community of researchers in mathematics education with a variety of research interests which range across the educational levels (primary, secondary and tertiary), as well as across educational research methods.

Our work has been supported by funders such as the ESRC, the Nuffield Foundation, the Higher Education Academy, the Learning and Teaching Support Network, the Training and Development Agency for Schools, the Social Sciences and the Humanities Research Council of Canada. Our collaborations, both in teaching exchanges and research, with several EU countries have been supported by the Erasmus, Socrates and Comenius programmes.

Much of our research is conducted in close collaboration with UEA's School of Mathematics and group members currently hold collaborations with mathematics education researchers from across the UK and overseas (e.g. Brazil, Canada, Greece and Israel). The work of the Research in Mathematics Education (RME) group spans across several areas of mathematics education research. We particularly focus on: teaching and learning of mathematics at the post-compulsory level (upper secondary and university mathematics); assessment practices in higher education mathematics; social, emotional and cognitive aspects of students' engagement in the secondary mathematics classroom; secondary mathematics teachers' pedagogical and epistemological beliefs; mathematics in the primary years; the use of educational technology in the teaching and learning of mathematics.

Course Modules

Students must study the following modules for 160 credits:

Name Code Credits

CRITICAL READING

In this module we explore techniques of criticality and develop your analytic skills. Building on your understanding of UK and international educational issues we employ those critical skills in a range of subjects including summarising and analysing text, analysing web and media sources, reading numbers critically and thinking reflectively across cultures.

EDUE7035A

20

DISSERTATION

Working with an individual supervisor, the student is required to design, research and write up an inquiry-based project for a dissertation. With guidance from the course team, the student chooses a dissertation topic according to his/her individual interests and/or professional needs.

EDUE7037X

60

EDUCATIONAL RESEARCH METHODS

This module provides students with a grounding in the methodology of educational inquiry as well as with some preparation before they apply their own research skills. The module offers an introduction to some key research methodologies and covers crucial aspects of qualitative inquiry. A range of methodological approaches are explored, such as ethnography and case study, and various methods of collecting qualitative data are discussed (e.g. interviewing, doing observations). Students are equipped with some key skills that can help them design and conduct research in their own specialist areas of educational interest.

EDUE7033B

20

KEY STUDIES INTO THE TEACHING AND LEARNING OF MATHEMATICS ACROSS EDUCATIONAL LEVELS

This module demonstrates the use of the theories introduced in the module Key theories in research into the teaching and learning of mathematics through a series of seminal studies into the teaching and learning of mathematics at primary, secondary and university levels.

EDUE7026A

20

KEY THEORIES IN RESEARCH INTO THE TEACHING AND LEARNING OF MATHEMATICS

Following a brief exploration of the foundations of mathematics education as a research discipline, this module covers key theories deployed in research into the teaching and learning of mathematics. Starting out from theorists with a huge influence on mathematics education research such as Piaget and Vygotsky, we introduce key theoretical constructs employed in research into the learning and teaching of mathematics. These include: # developmental theory constructs such as: Relational and Instrumental Understanding; Concept Image - Concept Definition; APOS Theory; and, Procepts # the key tenets of sociocultural and discursive approaches including concepts such as Social Norms and Sociomathematical Norms; and the theory of Commognition. # theories of embodied cognition as well as influences of neuroscience (such as MIA, Mathematical Idea Analysis) # anthropological approaches involving concepts such as Didactical Contract, Didactical Transposition and, more broadly the Anthropological Theory of Didactics. Also the theory of Communities of Practice.

EDUE7024A

20

THE USE OF TECHNOLOGY IN THE TEACHING AND LEARNING OF MATHEMATICS

This module introduces seminal studies in the use of technology in the teaching and learning of a range of mathematical topics such as: # Number and Arithmetic, mainly at primary level; # Algebra and Geometry, mainly at secondary level; # Calculus and Linear Algebra, mainly at university level; # Mathematical Reasoning and Proof across educational levels; and, # Mathematical Notation, Language and Representations across educational levels. Issues of teacher knowledge, beliefs and teacher education in relation to the use of technology are addressed across levels.

EDUE7027B

20

Students will select 20 credits from the following modules:

PLEASE CONSULT WITH THE COURSE DIRECTOR PRIOR TO SELECTING YOUR OPTIONAL MODULE

Name Code Credits

AN INTRODUCTION TO KEY CONCEPTS AND IDEAS IN EDUCATIONAL PRACTICES

This module aims to introduce students to key educational theories and debates on learning and teaching in compulsory, post-compulsory and lifelong learning. Starting with the individual learner, we will explore how different theoretical perspectives on learning illuminate different aspects of learning and teaching interactions. We will examine these within the broader context of educational organisations and systems. The key concepts and ideas discussed in this module include: learning; cognition and emotion; learning and teaching as participation; agency, structure and culture; leadership of educational organisations and education policy. We will also explore how diverse approaches to teaching and learning offered by psychologists, sociologists, educational researchers and policy-makers influence everyday educational practice.

EDUE7028A

20

ASSESSMENT: PRINCIPLES, ISSUES AND PRACTICE

This module aims to introduce students to key ideas and concepts that underpin assessment philosophies, purposes and design in schools and universities. We will look at the history and functions of assessment and explore the different roles and types of assessment and problems and challenges. Against this backdrop we will then consider assessment design in relation to curricula and/or pedagogy.

EDUE7029B

20

BASIC ADULT EDUCATION AND LITERACY: LOOKING AT LEARNING AND TEACHING APPROACHES

We explore some of the main approaches to adult literacy and lifelong learning, including Freire, REFLECT, functional literacy, family literacy and language experience approaches. Through in-depth study of adult learning programmes in a range of countries, we examine questions around the selection, training and support of facilitators, monitoring and evaluation, learning-teaching approaches, materials and resources.

EDUE7031B

20

EDUCATIONAL POLICY AND PRACTICE FOR DEVELOPMENT

The aim of the module is to enable students to understand current debates on education and development and their implications for international and national education strategies. Students will critically examine education policy documents (including web-based literature), investigate policy development processes and develop the ability to locate global, national and local levels policies and practices within a range of discourses and theoretical frameworks. These processes will be investigated in relation to particular policy agendas including access and quality, educational governance, social justice and school choice, as well as areas such as education and conflict, poverty and marginalisation, gender and HIV and AIDS.

DEV-7011B

20

INTERCULTURAL COMMUNICATION IN PRACTICE

This module explores the issues fundamental to intercultural communication (IC) in practical contexts. The theoretical component of the module examines the different ways of thinking about effective communication in a variety of work-based environments. We will also relate theory to the practice of intercultural communication in the LCS public lectures. During these lectures, invited practitioners will introduce students to how IC operates in specific organisations, e.g. in government agencies, in multilingual business management, education etc. The module is relevant to those wishing to pursue careers in international management and relations, multilingual business and international development; it is also of interest to those who wish to become more effective communicators in other professions such as translation, interpreting, education and cultural mediation.

PPLC7007B

20

INTRODUCTION TO EDUCATION FOR DEVELOPMENT

The aim of the module is for students to understand current debates on the principles and theories linking education to development in a range of social contexts. The module will introduce students to theories of education and development including international and comparative education. These are examined in relation to the broader challenges of development. Topics in the module may include: theories of human development and capabilities, human capital and rights based approaches, theories of equity, social justice and inclusive education. We will examine schooling in contexts of chronic poverty, models of schooling and de-schooling, formal and non-formal education, the challenges of linguistic and cultural diversity, inclusive education and disability, gender inequalities, and the education of nomads and other migratory groups.

DEV-7002A

20

INTRODUCTION TO QUANTITATIVE RESEARCH METHODS IN EDUCATIONAL RESEARCH

The content of this module complements and elaborates the 20-credit Research Methods in Education compulsory module of the full-time MA programme in EDU. It aims to introduce students to elementary concepts and methods in statistical analysis and to help them make well-informed choices in their uses of appropriate methodological techniques and tools in their own research. The module is of relevance to all students who want to understand the way quantitative evidence is generated, analysed and interpreted and to those who might choose to collect quantitative data (e.g. through questionnaires) or use mixed methods (i.e. both qualitative and quantitative).

EDUE7025B

20

LITERACY, DEVELOPMENT AND ADULT LEARNING: AN INTRODUCTION TO THE CONCEPTS

Starting with the concept of literacy as a social practice, we draw on ethnographic research to unpack the relationship between literacy and international development. We will discuss current theories in adult learning and their relevance for policy, planning and practice in lifelong learning, as well as including an introduction to key debates and approaches in development theory.

EDUE7032A

20

PEDAGOGIES IN EDUCATIONAL CONTEXTS: PERSPECTIVES AND PRACTICES

This module aims to give students the opportunity to explore and critically consider key issues about pedagogy. It discusses a wide array of ideas and theories that have influenced pedagogic thinking and practice, in various settings, formats and contexts. In particular, it engages with classical and contemporary accounts that have been put forward by as a diverse body thinkers as Plato, Confucius, Freire, Illich and contemporary social movements. Some of the topics we explore include the effect of information technology on leaning and thinking, the meaning and significance of critical pedagogy, the idea of deschooling society, the pedagogy of social movements as well as alternative ways of learning and teaching and enhancing pedagogic relations and interactions.

EDUE7030A

20

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.

Entry Requirements

  • Degree Subject Social Science or Mathematics
  • Degree Classification UK 2.1 or equivalent
  • Special Entry Requirements Relevant teaching experience desirable

Entry Requirement

Applicants should normally have a good first degree from a recognised higher education institution. The University will also take into account the employment experience of applicants where relevant and applications are actively encouraged from those who want to return to academic study.

It is normal for undergraduate students to apply for entry to postgraduate programmes in their final year of study. Applicants who have not yet been awarded a degree may be offered a place conditional on their attaining a particular class of degree.

Students for whom English is a Foreign language

We welcome applications from students whose first language is not English. To ensure such students benefit from postgraduate study, we require evidence of proficiency in English. Our usual entry requirements are as follows:

  • IELTS: 6.5 (minimum 6.0 in all components)
  • PTE (Pearson): 62 (minimum 55 in all components)

Test dates should be within two years of the course start date.

Other tests, including Cambridge English exams and the Trinity Integrated Skills in English are also accepted by the university. The full list of accepted tests can be found here: Accepted English Language Tests

INTO UEA also run pre-sessional courses which can be taken prior to the start of your course. For further information and to see if you qualify please contact intopre-sessional@uea.ac.uk

Fees and Funding

Fees for the academic year 2016/17 will be: 

  • UK/EU Students: £7,515
  • International Students: £14,800

International applicants from outside the EU may need to pay a deposit.

Living Expenses

We estimate living expenses at £800 per month.

Scholarships and Funding

50% Final Year Undergraduate Continuation Scholarships

Current final year UEA undergraduate students who gain a 1st class degree and progress onto a postgraduate course in September 2015 will receive a 50% fee reduction scholarship. Those who do not gain a 1st class degree will still be eligible for the 10% UEA Alumni Scholarship outlined below. Terms and conditions apply. 

UEA Alumni 10% Scholarships

A scholarship of a 10% fee reduction is available to UEA Alumni looking to return for postgraduate study at UEA in September 2015. Terms and conditions apply.

International Scholarships

The University offers around £1 million of scholarships each year to support International students in their studies. Scholarships are normally awarded to students on the basis of academic merit and are usually for the duration of the period of study. Please click here for further information about fees and funding for International students. Please note there are currently no School scholarships available for this course.

How to Apply

Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University.

You can apply online.

Further Information

To request further information & to be kept up to date with news & events please use our online enquiry form.

If you would like to discuss your individual circumstances prior to applying please do contact us:

Postgraduate Admissions Office
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

International candidates are also encouraged to access the International Students section of our website.

    Next Steps

    Need to know more? Take a look at these pages to discover more about Postgraduate opportunities at UEA…

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515