MA Mathematics Education

Our one-year Mathematics Education Master’s degree will help you gain a thorough understanding of mathematics education, whether you’re a mathematics graduate, a mathematics teacher at any educational level, or you work in another educational profession. You will discover the latest research and thinking in a field that is strongly influenced by a wide range of disciplines, such as psychology, sociology, anthropology, philosophy and history.

Perhaps you are intrigued by how we can foster greater appreciation, competence and confidence in mathematics in all classrooms, for all learners. Perhaps you are more focused on the foundations of mathematics that we typically encounter in primary school. Perhaps your interest lies in the social and emotional barriers to mathematical learning for secondary pupils. Or maybe you want to get to grips with digital resources, and how they can enhance the teaching and learning of mathematics, from the primary classroom all the way through to the university lecture.

Our course consists of three core mathematics education modules, each dedicated to the key theories, main findings and foremost digital resources for mathematics teaching. You’ll complete one module on educational research methods and one on critical reading, plus one optional module and a dissertation project on a mathematics education topic of your own choosing.

You’ll produce your dissertation project under the supervision of a member of the Research in Mathematics Education (RME) Group at UEA. RME is a growing and vibrant community of researchers in mathematics education – a community which will welcome you and offer, support throughout your studies.

Applicants with teaching experience are very welcome on the course, but we also welcome anyone just beginning or considering a career in mathematics education. Our course is designed to allow a useful interchange of ideas between students with different – and often excitingly complementary – backgrounds.

About

Mathematics is integral to so much in life, but many people see themselves as lacking in mathematical ability and therefore lack confidence to engage with mathematics. So the challenges to mathematics education are myriad – but so are the ways to explore and tackle them.

Our one-year MA Mathematics Education is designed for mathematics graduates with an interest in the teaching and learning of mathematics, as well as mathematics teachers at all educational levels.

You will learn about seminal theories on the teaching and learning of mathematics, about the main findings from international studies that explore its improvement, and about the latest technologies used in mathematics teaching. We will introduce you to key methods of educational research, which you will put into practice by completing a research project on a mathematics education topic, with the support of a specialist from UEA’s Research in Mathematics Education Group.

Admissions Live Chat

MathTASK

We design situation-specific tasks and then use them for research and teaching purposes.

WATCH OUR VIDEO >

Great Lengths

Without access to adequate facilities and lessons Britain is on course to become a nation of non-swimmers.

LEARN MORE >

Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will inform students.

Assessment for Year 1

Course assessment will comprise of written assignments around 3,500 words in length, and a dissertation of 15,000 words. Each module will also include the opportunity to undertake a formative assessment.

Your assignments will involve reading and reviewing research papers published in the leading mathematics education journals and books. For your dissertation, you’ll reflect on your own learning and teaching experiences in mathematics, then devise a topic to research, for which you will collect and analyse a small dataset.

Structure

In your year with us you will complete the following modules:

Key Theories In Research Into The Teaching And Learning Of Mathematics

This module explores the key theories used in research into the teaching and learning of mathematics. Within it, you’ll cover core elements from a range of developmental, sociocultural, discursive, embodied and institutional theories. And you’ll examine their application in data samples from mathematics classrooms across multiple educational levels, and from your own experiences.

Key Studies Into The Teaching And Learning Of Mathematics Across Educational Levels

An introduction to the key research findings on the teaching and learning of mathematics, generated by studies conducted at primary, secondary and university levels around the world.

The Use Of Technology In The Teaching And Learning Of Mathematics

Get to grips with the seminal studies on the use of technology in teaching and learning mathematics, across all educational levels and on a range of mathematical topics.

Educational Research Methods

This module will provide you with a grounding in the methodology of educational inquiry, as well as equipping you with skills to design and conduct your own research. It will also offer an introduction to key research techniques and cover crucial aspects of qualitative inquiry.

Critical Reading

What does it mean to be a 'critical' reader? Why is critical reading important? How can you develop your criticality, both as a reader and a writer? What is the single question that reminds us to take a critical stance when reading a range of published texts? This module will support you in finding answers to these questions and, importantly, help you to become a capable, critical reader across a broad range of academic publications. You will explore techniques of criticality and learn how to apply them in practice, both in your reading and academic writing at Master's level.

Optional module

In addition to the compulsory modules, you will select one optional module from the range on offer. The modules change every year, but typical examples include Assessment: Principles, Issues And Practice; Introduction To Education For Development; and Literacy, Development And Adult Learning: An Introduction To The Concepts, as well as a module on Quantitative Research Methods In Educational Research.

Dissertation

You will choose a mathematics education research topic, which you will work on under the supervision of a member of the Research in Mathematics Education (RME) Group at UEA.

Teaching and Learning

Our programme will invite you to engage with key elements of theory and practice in mathematics education, and teach you about the current methods of educational research at large. You will also get to grips with reading, writing and presentation skills, with a particular focus on academic texts as well as other sources relevant to mathematics education, including online resources.

For each taught module you will attend and participate in 20 hours of lectures, seminars, group discussions, individual tutorials, presentations and feedback sessions. You will also be expected to read and prepare a brief contribution for each session, such as a short piece of writing or a small presentation on the week’s theme. Your contribution will be based on the set reading for each session, as well as the reading of additional materials, which you will be expected to seek out and identify.

The UEA library has a remarkable range of both hard copy and online resources, and engaging with them will be an essential element of your learning experience. Apart from key academic texts, the library also holds extensive mathematics teaching resources and materials that you’ll be invited to explore and consider, especially when looking for examples and applications of mathematics teaching. You will also become familiar with the vast array of media and other electronic resources pertinent to mathematics education.

You will have opportunities to interact with the teaching team throughout the period of your studies. This will include group and individual tutorials, in which you will discuss the work you are doing in preparation for your assignments and dissertation.

Admissions Live Chat

Apply

Explore our research

Assessment for Year 1

Compulsory Modules

KEY THEORIES IN RESEARCH INTO THE TEACHING AND LEARNING OF MATHEMATICS

Code EDUE7024A

Credits 20

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. We cover developmental / cognitive, sociocultural, discursive and anthropological approaches.

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

Code EDUE7026A

Credits 20

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.

THE USE OF TECHNOLOGY IN THE TEACHING AND LEARNING OF MATHEMATICS

Code EDUE7027B

Credits 20

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.

CRITICAL READING

Code EDUE7035A

Credits 20

What does it mean to be a ‘critical’ reader? Why is critical reading important? How can you develop your criticality, both as a reader and a writer? What is the single question that reminds us to take a critical stance when reading a range of published ‘texts’?

DISSERTATION

Code EDUE7037X

Credits 60

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.

EDUCATIONAL RESEARCH METHODS

Code EDUE7038A

Credits 20

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.

Optional A Modules

(20 credits)

EDUCATIONAL POLICY AND PRACTICE FOR DEVELOPMENT

Code DEV-7011B

Credits 20

The aim of this module is to help you understand and critically examine, policy-making processes and specific policies for educational development. You will discover the relationships between policy and practice in a range of international, national and local development contexts. Through this module you will explore different approaches to policy development and familiarise yourself with dominant global policy agendas in education - asking who makes or influences policy, and considering policies as socially situated documents, practices and processes. The module introduces you to educational policy-making to address a range of development challenges and how related strategies are enacted in practice; drawing on policy theory and ethnographic and school-based research, as well as practical sessions to critique policy-related writing, examine models of educational quality and curricula, and explore issues of school-related gender based violence.

INTRODUCTION TO QUANTITATIVE RESEARCH METHODS IN EDUCATIONAL RESEARCH

Code EDUE7025B

Credits 20

The content of this module complements and elaborates the 20-credit Research Methods in Education compulsory module of the full-time MA programme in the School of Education and Lifelong Learning. It aims to you 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 if you want to understand the way quantitative evidence is generated, analysed and interpreted and if you choose to collect quantitative data (e.g. through questionnaires) or use mixed methods (i.e. both qualitative and quantitative).

AN INTRODUCTION TO KEY CONCEPTS AND IDEAS IN EDUCATIONAL PRACTICES

Code EDUE7028A

Credits 20

You may wonder why this module encourages you to explore some ‘obvious’ concepts and ideas such as ‘learning’. Isn’t it obvious what ‘learning’ is? Not if we take into account the fact that a google search yields millions of different answers to the question: ‘What is learning?’ Or that it is rather difficult to answer the question: ‘How do we know that someone has learned something?’ The meaning of ‘learning’ may not be as ‘obvious’ as we think. This module provides an introduction to key concepts and ideas about learning and teaching in compulsory, post-compulsory and lifelong learning that are often taken for granted as ‘obvious’. You will explore how different theoretical perspectives on learning illuminate different aspects of learning and teaching interactions. You will examine these within the broader context of educational organisations and systems. The key concepts and ideas studied in this module include: ‘learning’; ‘cognition’ and ‘emotion’; learning and teaching as ‘social interaction’; ‘agency’, ‘structure’ and ‘culture’; ‘education leadership’ and ‘education policy’. You will also explore how diverse approaches to learning and teaching offered by psychologists, sociologists, educational researchers and policy-makers influence everyday educational practice. The core approach to our module discussions will be based on challenging concepts and ideas that appear ‘obvious’ but, on closer examination, turn out to be problematic. In writing an assignment on a topic of your own choice, you will have an opportunity to challenge some of the ‘obvious’ ideas about your topic.

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

Code EDUE7041B

Credits 20

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.

INTERCULTURAL COMMUNICATION IN PRACTICE

Code PPLC7007B

Credits 20

Do you wish to pursue a career in international management and relations, multilingual business, or international development? Are you interested in becoming a more effective communicator in other professions such as translation, interpreting, education, and cultural mediation? In this module we will explore the issues fundamental to intercultural communication (IC) in practical contexts. You will examine the different ways of thinking about effective communication in a variety of work/organisation-based environments. During the seminars/lecture series, invited practitioners will introduce you to how IC operates in specific organisations, including government agencies or in multilingual business management. On completion of this module, you will have developed the linguistic skills, cultural competence, and critical thinking required for the production of an extended research project in intercultural communication. You will also have acquired a sense of how cultural assumptions may influence communication with others from different backgrounds, and developed a greater willingness to enter into dialogue with the values prevalent in cultures other than your own.

Admissions Live Chat

Apply

Explore our research

Important Information

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. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, the University will endeavour to consult with 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. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will inform students.

MA MATHEMATICS EDUCATION