Education (Mathematics Education)

The PGCE-MEd Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The Mathematics Education route is taught by a specialist team, and it is ideal for researchers, teachers, school leaders, and other professionals looking to take the next step in their career in Mathematics Education. Many of our students are working professionals who continue in full-time posts while studying.

The Mathematics Education route develops students' understanding of a number of important issues in the field of mathematics education. Students learn to interpret and critically engage with ideas and debates in mathematics education research in three ways:

through taught sessions in mathematics education;

through work on course assignments under the supervision of a member of the teaching team; and

through participation in seminars led by students on the course and in project workshops.

The course introduces students to research skills and specialist knowledge. Its main aims are to:

to examine the theoretical frameworks used in the study of education and its constituent disciplines;

provide training in research methods appropriate to education;

advance students’ capacity for professional reflection and judgment;

cater for a range of specialists interested within the field of education or one of its constituent disciplines.

Learning Outcomes

By the end of the course, students will have:

a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;

demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;

shown abilities in the critical evaluation of current research and research techniques and methodologies;

demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.