Expand your knowledge of mathematics and numeracy to enhance your career opportunities and capabilities.
This subject caters for practising teachers who wish to strengthen their pedagogical content knowledge (PCK) in mathematics, or become curriculum leaders in mathematics/numeracy within their school, newly graduated teachers who wish to strengthen their PCK in mathematics, or become curriculum leaders in mathematics/numeracy within a school in the future.
At least 60 points from:
- MSTE501 Mathematics Education
- MSTE502 Acquiring Numeracy: How Thinking Develops
- MSTE503 Effective Practice in the Mathematics classroom
You may choose further papers from any subject or specialisation offered for the Master of Education, or from the Master of Educational Leadership.
Available Mathematics Education papers
Prescriptions for the PGDip(MathsEd) and MEd
To complete the Postgraduate Diploma in Mathematics Education, students must take 120 points at 500 level, including a mathematics education paper from EDUCA557, EDUCA590, EDUCA500, MAOED500, MTHED501, MSTE502, MTHED503, EDUCA592, EDUCA593 or EDUCA594, a directed study in mathematics education, an educational research methods paper, and a further paper in either mathematics or education.
To complete the Master of Education with a focus on Mathematics Education, students will normally complete 180 points at 500 level from the following list, including one of EDUCA557, EDUCA500 or MAOED500, and one of a Directed Study equivalent 30 points, a Dissertation equivalent to 60 points, or a Thesis equivalent to 90 or 120 points.
|Code||Paper Title||Occurrence / Location|
|MTHED100||Conceptual Understanding in Mathematics||20A (Hamilton) & 20A (Online)|
|This paper provides an introduction to key conceptual understandings in mathematics and connects mathematics with everyday life.|
|Code||Paper Title||Occurrence / Location|
|EDUCA500||Culturally Responsive Methodologies incorporating kaupapa Maori and critical theories||20B (Block - Tauranga)|
|Culturally Responsive Methodologies utilise kaupapa Maori and critical theoretical frameworks to develop contexts within which the researched community can define the terms for engaging, relating and co-creating new knowledge.|
|EDUCA557||Research Methods||20A (Hamilton), 20A (Tauranga), 20B (Online) & 20S (Block)|
|This paper introduces students to the major educational research paradigms, methodologies appropriate to collecting data in schools (including interviews, observations, surveys, case studies), action research, literature reviews, critiquing research, and report writing. It includes consideration of ethical issues in research.|
|EDUCA590||Directed Study||20I (Hamilton) & 20I (Online)|
|Students have the opportunity to pursue a topic of their own interest under the guidance of academic staff.|
|MAOED500||Rangahau Kaupapa Maori - Kaupapa Maori Research||20X (Hamilton)|
|This paper seeks to explore Kaupapa Maori research theory and methodologies, developing more informed and culturally located and responsive research practice, with a particular focus on researching in Maori educational contexts.|
|MTHED501||Mathematics Education||20B (Online)|
|This paper is designed to enable teachers to develop their mathematics teaching with learners of all ages. Teachers will be encouraged to engage critically with theory and research in mathematics education, focusing on issues such as communication, assessment, and catering for diverse learners.|
|MTHED502||Mathematics Education: Enhancing Thinking and Practice||20A (Block) & 20A (Block - Tauranga)|
|This paper looks at how students' thinking becomes increasingly sophisticated as their mathematical understanding grows. A particular focus of the paper is the ways that learning in mathematics can be enhanced, including using formative assessment and digital technologies effectively.|
|MTHED503||Effective Practice in the Mathematics Classroom||20B (Block)|
|This paper is for mathematics educators working with learners of all ages. It focuses on international reform approaches and provides critical analysis of issues underpinning the teaching and learning of mathematics.|
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