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.
| Duration | 1 year |
| Course type | Part-time |
| Location | Plymouth |
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.
The programme can be taken over one or two years part-time. You complete two modules from the following:
Participants will develop their knowledge and understanding of teaching AS-level Mathematics in relation to effective pedagogy. There will be a particular emphasis on teaching for conceptual understanding and on the way in which learners develop mathematics between stages of education. The effect of testing and examinations will be considered. Participants will undertake a practice-related inquiry.
Participants will develop their own knowledge and understanding of teaching A2-Level Mathematics and the effect it has on learners' dispositions towards the subject. There will be a particular emphasis on teaching with authentic applications and contexts, especially understanding the issues associated relating to teaching with ICT. Participants will undertake their own practice-related inquiry.
This module encourages participants to develop their own knowledge and understanding of teaching AS Further Mathematics, specifically for teaching students targeting degree courses requiring a high level of mathematics. Participants also explore teaching and learning specific to developing mathematical thinking at this level and critically evaluate the implications of this for equitable classroom practice.
Participants develop their own mathematical knowledge and understanding of A2 Further Mathematics specifically for teaching students targeting degree courses requiring a high level of mathematics. Participants also explore and develop pedagogy specific to developing mathematical thinking at this level, especially the using ICT. They undertake a practice-related inquiry to explore the effect of their ideas in practice.
Participants develop their own knowledge and understanding of learning Mechanics within A-level mathematics. Participants also explore and develop theory and practice for the development of this level of mathematical thinking with their own students, including the role of modelling and problem solving and common misunderstandings about mechanics. They explore these ideas in practice through a practice-related inquiry.
Participants develop their own knowledge and understanding of Mechanics within A-level and Further Maths. They specifically consider teaching students targeting degree courses, taking account of the role of gender in students' choices. They also explore and develop theory and practice for teaching mechanics including the role of practical experimentation.
Participants critically consider problem solving in a pedagogic context for both doing, and learning about, statistics and statistical analysis. Subject knowledge for teaching is developed around the use of data and the big ideas in statistics. Its development through design and planning in the classroom context will be explored via a practice-related inquiry allowing participants to test out their ideas in situ.
Participants learn about statistical problem solving for teaching and assessing statistics. The use of statistics and statistical modelling in different subjects will be studied along with the way in which ICT can be used. Participants also explore the interaction between forms of statistical understanding and assessment. They apply all these ideas in a practice-related inquiry set in a teaching context.
Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.
The following programme specification represents the latest programme structure and may be subject to change:
The modules shown for this course or programme are those being studied by current students, or expected new modules. Modules are subject to change depending on year of entry.
A relevant degree with honours or an equivalent professional qualification. Other qualifications accompanied by substantial experience in an appropriate field may also be considered. Non-standard applications will be considered on a case by case basis.
Please view the country specific pages for further information regarding the equivalency of your degree. International applicants will be required to provide evidence of their English language ability, for example by achieving an IELTS score of 6.5 overall (with a minimum of 5.5 in each element) or equivalent. Pre-sessional English language courses are available if you do not meet these requirements.
Scholarships are available for postgraduate taught programmes. Tell me more about scholarships and bursaries.
| New Student | 2017 | 2018 |
|---|---|---|
| Home/EU | To be confirmed | To be confirmed |
| International | To be confirmed | To be confirmed |
| Part time (Home/EU) | £350 | £550 |
You must apply for this programme through MEI - www.mei.org.uk.
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Prospectus
In order to join these online modules, applicants have to be enrolled on the MEI CPD course that links to them. Then you must apply through MEI for the Plymouth modules. See www.mei.org.uk for details.
‘I have thought more carefully about how learning takes place, how important student interaction is and how vital discussion is in the classroom. I have since been appointed Head of Maths, my ultimate professional goal. Continuing this course will help me to further my understanding of teaching and learning and share ideas with my faculty.’ PgCert Post-16 Mathematics Education student 2016.
‘The masters modules have taught me to think critically, consider evidence in a much deeper sense and improve my research methods. I feel that TFM1 was a huge learning process which will benefit me enormously in my work, but will also help me to prepare better and write a more thorough assignment for TFM2.’
PgCert Post-16 Mathematics Education student 2016.
