University of Chester

Programme Specification
Educational Practice (Mathematics) MA
2015 - 2016

Master of Arts

Educational Practice (Mathematics)

Educational Practice (Mathematics)

University of Chester

University of Chester

University of Chester campuses;  educational and professional settings

Continuing Professional Development

Part-time

Classroom / Laboratory, Work-Based inc.(practice / placement)

3 years

6 Years

Variable - Variable

X370

Yes

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

National Framework for Higher Education Qualifications

University of Chester

Acedemic and Professional Programmes Postgraduate MAB

Wednesday 22nd July 2015

The MA Educational Practice (Mathematics) programme is a practice-focused qualification which aims to help teachers and other educational practitioners to extend their professional skills and abilities at Masters level. It aims to develop the capacity to critically engage with practice in order to improve it through systematic enquiry and engagement with research, literature, policy and curriculum frameworks.The programme aims to aims to build on practitioners' previous knowledge and experience through a progressive and personalised professional learning framework.There is an emphasis throughout the modules on the development of pedagogical practice.

 The educational aim of the MA Educational Practice (Mathematics) specialist route for teachers is to provide an opportunity to develop skills and knowledge of:

·         Engaging and enriching mathematics lessons

·         Practical and physical mathematics learning models

·         How children learn mental mathematics

 ·         Realistic mathematics learning models

·         Misconceptions in mathematics

·         Creativity in teaching and learning mathematics

·         Developing effective collaborations to improve teaching and learning in mathematics

·         Developing expertise in improving your practice through enquiry

Participants will develop and demonstrate professional standards and skills at Masters Level in critical reflection and systematic enquiry. It will enable them to select, critically engage with, evaluate and apply to their practice the research, literature and policy frameworks for pedagogical practice, curriculum development, collaborative working and leadership. Learning activities will include a mix of strategies combining elements such as lectures, group discussions and learning conversations through the use of a virtual learning environment (VLE), action research/work related enquiries, workshops, presentations, practical tasks, individual tutorials and focused work-based practice, as appropriate for each individual module. Learning activities are designed to encourage critical engagement with literature, theory and research and analysis of and reflection on professional practice

Students on this programme will be able to:

  • Harness insights into subject knowledge (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Critically review the ways in which research methodology supports professional enquiry (CD7033, CD7059, CD7032, CD7208, CD7219, CD7212);
  • Apply critical considerations when undertaking research (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Make effectual use of professional learning to assess impact on practice (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Critically reflect on their own professional practice and make modifications to their practice which are informed by research (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).

 
Intellectual and cognitive skills will be developed through subject specific modules and those designed with subject and practice-based content specifically for the programme. Intellectual and cognitive skills will be developed through analysis and reflection on the school-based and school-related learning experiences which are central to the programme. Exemplar learning outcomes include the ability to:

  •  critically analyse the current knowledge base underpinning specific areas of their teaching and, as a consequence of this analysis, demonstrate further development of knowledge relating to their practice (CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059);
  • critically evaluate approaches, methodologies and practices used in schools and other educational settings and identify how these might be enhanced (CD7033, CD7059, CD7032, CD7208, CD7219, CD7212);
  • review critically published literature and demonstrate how current working practices might be informed and enhanced by relevant research and/or contemporary developments in evidence-based practice (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).
  • demonstrate logical thought, interpretation and application in school-based/related settings (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • make critical use of research evidence (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • contextualise their role within the educational setting and review critically their own perspective on their practice (CD7201, CD7023);
  • formulate valid conclusions that link theory to practice (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • think independently about essential issues, concepts and ideas (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).


One of the primary aims of this programme is to enable students to develop and demonstrate their application of a range of transferable professional skills through school-based or school-related learning. Examples include:

  • curriculum innovation (CD7023, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7033, CD7059, HE7102, CD7032, CD7208);
  • leadership and management (CD7202, CD7602);
  • research (CD7033, CD7059, CD7032, CD7208, CD7212, CD7219)
  • decision making (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208). 
  • Improving own learning and performance (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207 CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208). 
  • Working with others (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208). 
  • Problem solving (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208). 


Communication

    • Write to academic standards required at level 7 (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
    • Engage in meaningful debate and critical discussion (CD7023, CD7202, CD7203, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208)
    • Read critically(CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208)
    • Synthesise written and oral information (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).

    Information Literacy and Technology

    • Use the university’s VLE to access information (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207,  CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
    • Use electronic research skills (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).

The qualifications offered are in line with QAA (2001) The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) and are compliant with the Integrated Qualifications Framework for the Schools Workforce.

The programme is at Level 7 of the FHEQ and the IQF and leads to a Master of Arts Educational Practice (Mathematics) degree. It has a Postgraduate Certificate (PG Cert) and Postgraduate Diploma (PG Dip) as exit points. Participants may exit with credit for single modules. Modules are at 20 Credit Accumulation Transfer (CAT) points and 10 European Credit Transfer (ECT) points or 40 CAT points and 20 ECT points; the dissertation is at 60 CAT and 30 ECT points.

To be eligible for the award of the MA Educational Practice (Mathematics) participants must complete at least one of the following three modules. Additionally they must focus on a relevant area of research in their Research Design and Dissertation modules.

  • How children learn Mathematics
  • Engaging and enriching Mathematics education
  • Embedding Master in Mathematics Education

Exit awards are:

  • PG Cert in Educational Practice (Mathematics)
  • PG Diploma in Educational Practice (Mathematics)

To receive the award of Masters in Educational Practice (Mathematics) the student must achieve:180CAT points at Level 7
The University of Chester permits the following interim exit awards:
Postgraduate Diploma in Educational Practice : 120 CAT points at Level 7
Postgraduate Certificate in Educational Practice : 60 CAT points at Level 7

For a PG Cert in Educational Practice (Mathematics) participants must complete two of the above modules plus one other 20 credit module from the MA Educational Practice general programme. For a Diploma in Educational Practice (Mathematics) participants must complete three of the above modules plus three other 20 credit modules from the MA in Educational Practice general programme.

The programme is structured to allow flexibility for participants particularly those who will want to import credits from previous study. Each of the following modules is optional except the Dissertation and the Research Design module (CD7032). Each term two options will be available to allow for some flexibility for those bringing in accreditation for prior learning. The majority of the modules carry 20 Level 7 credits with the exception of ED7110 and CD7059 which both carry 40 credits.The Dissertation carries 60 credits and is compulsory.

  

Typically the delivery structure will be three modules per year.

Year 1

  • Term 1 CD7217 How children learn Mathematics
  • Term 2 CD7216 Engaging and enriching Mathematics education
  • Term 3 CD7219 Embedding Master in Mathematics Education

Year 2

 Any three modules offered that academic year from the from the suite of modules including:

  • CD7201 Professional Development Review
  • CD7202 Coaching Principles, Processes and Skills
  • CD7709 Complex behavioural difficulties:theory and practice
  • CD7203 Teaching, learning and assessment
  • CD7204 Curriculum development
  • CD7205 Inclusive practice
  • CD7602 Leadership theory into practice
  • CD7207 Understanding child development and learning

Plus CD7032 Research Design

 In Year 3 participants will study and the dissertation module (CD7208).

The majority of students will be able to bring in credits from their PGCE qualifications or other professional qualifications. They may also be able to obtain credit for experiential learning undertaken as part of their professional practice.

 

Mod-Code Level Title Credit Single
CD7023 7 Professional Induction 20 Optional
CD7032 7 Research design 20 Comp
CD7033 7 Practitioner enquiry 20 Optional
CD7036 7 Critical Practice Single 20 Optional
CD7059 7 Extended Practitioner Enquiry 40 Optional
CD7201 7 Professional Development Review 20 Optional
CD7202 7 Coaching Principles, Processes and Skills 20 Optional
CD7203 7 Teaching, Learning and Assessment 20 Optional
CD7204 7 Curriculum Development 20 Optional
CD7205 7 Inclusive Practice 20 Optional
CD7207 7 Understanding Child Development and Learning 20 Optional
CD7208 7 Dissertation 60 Comp
CD7216 7 Enriching and Engaging Mathematics Education 20 Optional
CD7217 7 How Children Learn Mathematics 20 Optional
CD7219 7 Embedding Mastery in Mathematics Education 20 Optional
CD7602 7 Leadership Theory into Practice 20 Optional
CD7706 7 Emotions and Attachment in Learning Relationships 20 Optional
CD7709 7 Complex Behavioural Difficulties: Theory and Practice 20 Optional
ED7109 7 Negotiated Study 1 20 Optional
ED7110 7 Negotiated Study 2 40 Optional
HE7012 7 Developing HE Teaching Practice for Tutors from Other Educational Sectors 20 Optional

Exit awards:

  • 60 credits at Level 7 entitles the student to the exit award of Postgraduate Certificate Educational Practice (Mathematics)
  • 120 credits at Level 7 entitles the student to the exit award of Postgraduate Diploma Educational Practice (Mathematics)
  • 180 credits at Level 7 entitles the student to a Masters degree Educational Practice (Mathematics)

 

Participants must have a first degree, 2:2 or higher and be working in a school or other learning environment. Applicants with other degree classes will be considered through interview.

For international students: Minimum requirement IELTS level 7.0

Qualifications at Masters level are awarded to students who have demonstrated:             

  1. a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at the forefront of their academic discipline, field of study, or area of professional practice;          
  2. a comprehensive understanding of techniques applicable to their own research or advanced scholarship;        
  3. originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in their discipline;         
  4. conceptual understanding that enables the student:         
  •           to evaluate critically current research and advanced scholarship in the discipline and
  •           to evaluate methodologies and develop critiques of them and, where appropriate to propose new hypotheses.

Typically, holders of the qualification will be able to:

  • deal with the complex issues both systematically and creatively, making sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non specialist audiences;
  • demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
  • continue to advance their knowledge and understanding, and to develop new skills to a high level;

and will have the qualities and transferable skills necessary for teacher employment requiring:

  • the exercise of initiative and responsibility;
  • decision–making in complex and unpredictable situations; and 
  • the independent learning ability required for continuing professional development.

 

The programme will be delivered at either a University of Chester campus or, where viable, off-campus in a school. Learning activities will include a mix of strategies combining elements such as lectures, group discussions and learning conversations through the use of  a Virtual Learning Environment (VLE), action research/work related enquiries, workshops, presentations, practical tasks, individual tutorials and focused work-based practice, as appropriate for each individual module. Learning activities are designed to encourage critical engagement with literature, theory and research and analysis of and reflection on professional practice

The MA Educational Practice (Mathematics) works within the framework of the University’s Learning and Teaching Strategy which defines four strategic aims:

  • to develop successful learners;
  • to design inclusive curricula;
  • to promote excellence in teaching practice;
  • to build institutional capacity for change.

The programme also reflects the Learning and Teaching Strategy for the Faculty of Education and Children’s Services which commits to pedagogical principles that:

  • promote professional engagement and reflective practice;
  • encourage independent and autonomous learning; and
  • support continuing professional development.

and to principles of teaching that:

  • value students’ professional experience and prior learning;
  • support diversity and personalised learning;
  • encourage dynamic and participative learning;
  • promote collaborative learning;
  • encourage Internet and Web-based approaches; and
  • support reflective and Practitioner enquiry.

The main method of teaching is:

  • Blended learning; a combination of on-line and face-to-face contact


The assessments within the programme are generally designed to focus on a work-based product or process that is part of the normal work and development of the participant and is integral to a range of professional practice. The participant will produce for each module a critical commentary through writing or another presentational format that includes engagement with, evaluation and application of relevant literature and theory. The critical commentary will report on a small-scale empirical investigation with clear conclusions leading from a systematic collection and analysis of data or it will develop a conceptual argument in relation to their developing practice.

A number of different assessment formats are completed by participants, planned through negotiation of the learning contract, in order to enable them to demonstrate the required range of professional and subject based knowledge and skills. 

There are elevenassessment methods. Assessment tasks are selected from these eleven by the tutor to best assess the learning outcomes for the module.  All assessments are linked to the University’s level 7 assessment and marking criteria

All programme modules will use one of the following eight assessment methods (A to K):

Assessment method A

Assessment task:

An essay.

Total words: 4000-5500 (20 CAT points)

Module learning outcomes to be addressed:

100% of the marks will be awarded for the essay.

Assessment method B

Assessment task:

A research report

Total words: 4000-5500 (20 CAT points)

Module learning outcomes to be addressed:

100% of the marks will be awarded for the report.

Assessment method C

Assessment task

Part 1 An annotated portfolio - 3000 words (notional).

Part 2 A critical commentary - 2000 words (+-10%).

4000-5500 (20 CAT points)

Module learning outcomes to be addressed:

100% of the marks will be awarded together for the two parts.

Assessment method D

Assessment tasks

Part 1 Sketchbook - 3000 words (notional).

Part 2 Dialogical assessment - 2000 words (notional)

4000-5500 words (20 CAT points)

Module learning outcomes to be addressed:

50% of the marks will be awarded for each of the two parts.

Assessment method E

Assessment tasks

Part 1 Presentation plus viva – 3000 words (notional).

Part 2 Annotated portfolio – 2000 words (notional.)

4000-5500 words (20 CAT points)

Module learning outcomes to be addressed:

50% of the marks will be awarded for each of the two parts.

Assessment method F

Assessment tasks

Part 1 An exhibition – 3000 words (notional).

Part 2 Annotated portfolio – 2000 words (notional).

4000-5500 words (20 CAT points)

Module learning outcomes to be addressed:

50% of the marks will be awarded for each of the two parts.

Assessment method G

Assessment tasks

Part 1 Performance – 3000 words (notional).

Part 2 Video – 2000 words (notional).

4000-5500 words (20 CAT points)

50% of the marks will be awarded for each of the two parts.

Assessment method H

Assessment task: 

Part 1

A presentation of a review of an academic paper (from a peer reviewed journal)  exploring the relationship between learning and development (notional 2000 words)          

Part 2

A position paper challenging an aspect of contemporary education and society. (3000 words).

4000-5500 words (20 CAT points)

50% of the marks will be awarded for each of the two parts.

 Module learning outcomes to be addressed 1-4. 

Assessment Method I

Part 1

A critical analysis of the role of children's literature in the teaching of English (3000 -4000 words)

Part 2

One of the following (1000-1500 word equivalent)

1. A pitch to a publisher and a synopsis of a children's story/novel.

2. A critical analysis of one or more recent, bestselling children's novels, identifying, with reference to reading, the characteristics leading to their success.

Module learning outcomes to be addressed: all

Weighting : 75% Part 1; 25% Part 2.

Assessment Method J

Part 1 2000-3000 word critical analysis of the participant's chosen development focus or foci.

Part 2 2000-2500 word equivalent dialogical assessment, presentation or peer reviewed lesson(s) and critical reflection. (20 CAT points).

Module Learning Outcomes to be addressed: all Weighting 100% covering all module outcomes.

Assessment Method K

Component 1

Presentation followed by viva demonstrating enhanced subject knowledge in chosen aspect of science - 3000 words (notional).

 Component 2 Annotated portfolio critically reflecting on importance and development of subject knowledge – 2000 words (notional.)

 Module learning outcomes: all

 

The Dissertation

15000 Wordage does not include bibiographies, appendices or abstract.

 

Marking

All assessed work is graded according to a percentage scale 0-100% using the University’s Level 7 grading criteria linked to the QAA requirements for level 7.

Feedback to students is typed using a standard pro-forma. Feedback is given against the module learning outcomes and the Level 7 criteria. Areas for improvement and development are presented as targets. Feedback on the work is intended to identify strengths and points of development. All students complete an assignment front cover sheet on which they describe how they have addressed previously identified targets.

Work is submitted and assessed electronically.  For dissertations, students can receive feedback on plans or on a first draft, but tutor feedback will not be provided for the ‘Implications’ or ‘Conclusion’ chapters.

 

Students who engage in the MA Educational Practice (Mathematics) programme will become reflective practitioners and critical thinkers who can articulate their views with confidence and conviction.  They will have expert knowledge of the political arena of education. They will have read widely and engaged with theoretical frameworks which have challenged their values, beliefs and understanding.  They will have become confident researchers, finding solutions to challenges in their professional setting and practice. Their professional integrity will have been affirmed and they will have become sufficiently professionally secure to confront and manage change and to lead others, should they choose.

The programme aims to further improve teacher quality to raise standards in education, narrow gaps in attainment and give children better life chances. The intention to provide masters qualifications to teachers was first identified in 'Being the best for our children' (DCSF, 2008).

The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

None.

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