SCHOOL OF EDUCATION

Mathematics, Science and Technology Education

Paving the way for groundbreaking discoveries and technological advancements that shape the future.

Welcome to the Department of Mathematics, Science and Technology Education (DMSTE), where we equip future educators with the knowledge, skills, and innovative approaches needed to inspire and educate the next generation of scientists, mathematicians, and technologists.

We strive towards excellence in teaching by actively promoting a life-long approach to learning. We ensure that our students from pre-service to doctoral level receive tuition that is in line with contemporary international trends in MST education that will enable our students to develop skills that are:

  • Acknowledged to be essential for effective MST education.
  • Appropriate for the educational context of Limpopo Province and South Africa.

We strive towards excellence in research by ensuring that our research practice and activities

  • address important issues in MST education in Limpopo province and South Africa,
  • lead to national and international publications and conferences by our staff and students, and
  • develop the capacity to conduct relevant research in MST education.
 

We strive towards excellence in community development by ensuring that our outreach activities

  • support existing initiatives in Limpopo Province, and
  • provide a systematic and holistic framework for the improvement of MST education in the province.

Also, the department intends to achieve this through excellence in teaching, research and community development activities and actively promoting collaboration at regional, national and international levels. 

YOUR CAMPUS

The University of Limpopo (UL) is a family with which you will be associated during your stay and beyond.

Publications
MASTER IN EDUCATION - M.Ed.

M.Ed, in Mathematics/Science, is a 240-credit qualification at NQF level 8 based on Norms and Standards for Educators (February 2000). Those who join for M.Ed. in Mathematics or Science based on the student’s first-year performance, either a student may proceed to complete an M.Ed or exit with a PGCE at the end of the first year.

Specific Objectives

  • Demonstrate a practical and theoretical understanding of effective teaching of MS
  • Understand theories behind and be able to apply knowledge of assessment strategies of school MS or in teacher education contexts
  • Demonstrates the ability to be an independent life-long learner, researcher and scholar.

Key Performance Indicators

  • An understanding of philosophies and research paradigms related to educational research with an emphasis on MST education.
  • An ability to develop workable and appropriate research questions.
  • An ability to develop a practical research proposal, conduct research and write research reports in an acceptable format.
BACHELOR OF EDUCATION

B.Ed. First Degree is a 480 credits qualification at NQF level 6. Norms and Standards for Educators (February 2000) specify that:

The learner will have a strong practical, foundational and reflexive competence to make judgements in a wide variety of contexts.

B.Ed. First Degree in Mathematics, Physical Science, Biology and Technology is an initial qualification for teachers at Senior Phase (SP) and Further Education Training (FET) levels.

Specific Outcomes

B.Ed. SPF in Mathematics, Physical Science, Biology and Technology:

  • Has sound mastery of content knowledge and pedagogical content knowledge (PCK) in the chosen learning areas.
  • Can translate theory into practice
  • Can design, execute and assess learning activities that reflect processes, acquisition of new concepts and problems solving skills.
  • Can carry out action research that will inform ongoing development and improvement of personal classroom practice
  • Has a professional thirst for life-long learning.

Key Performance Indicators

  • A practical understanding of the role of language, resources and teaching aids within MST learning.
  • A practical understanding of the learners’ existing ideas, skills and attitudes within MST and their influence on the learning programme and process.
  • A practical understanding of social constructivist learning approaches and techniques in Senior/FET Phase MST learning.
  • An ability to reflect on teaching approaches used and the ability to adjust and change these approaches according to the context (learners, school, geographical area) in which learning takes place.
  • An ability to choose appropriate assessment approaches and techniques for different purposes recognising underlying theories, assumptions, strengths and weaknesses.
  • An ability to use the results from formative and summative assessments appropriately for administrative purposes, learning programme development as well as feedback to learners, parents and colleagues.
  • An ability to design assessments according to the requirements of learners, the learning programme and language.
ADVANCED CERTIFICATE IN EDUCATION-ACE (MST)

ACE in MST is a 240 credits qualification at NQF level 6. It provides an opportunity for practising teachers to enhance their content knowledge and pedagogical content knowledge in specialisation, thereby leading them to career opportunities.

The ACE will provide teachers with knowledge, skills and attitudes that enable them to be effective in their respective content areas.

Specific Outcomes

  • Has sound mastery of content knowledge and pedagogical content knowledge (PCK) in the chosen learning areas
  • Can translate theory into practice
  • Can design, execute and assess learning activities that reflect processes, acquisition of new concepts and problem-solving skills.
  • Can carry out action research that will inform ongoing development and improvement of personal classroom practice
  • Has a professional thirst for life-long learning.

Key Performance Indicators

  • A practical understanding of the role of language, resources and teaching aids within MST learning.
  • A practical understanding the of learners’ existing ideas, skills and attitudes within MST and their influence on the learning programme and process.
  • A practical understanding of social constructivist learning approaches and techniques in Senior/FET Phase MST learning.
  • An ability to reflect on teaching approaches used and the ability to adjust and change these approaches according to the context (learners, school, geographical area) in which learning takes place.
  • An ability to choose appropriate assessment approaches and techniques for different purposes recognising underlying theories, assumptions, strengths and weaknesses.
  • An ability to use the results from formative and summative assessment appropriately for administrative purposes, learning programme development as well as feedback to learners, parents and colleagues.
  • An ability to design assessment according to requirements of learners, the learning programme and language.
B.Ed. HONOURS

B.Ed. Honours in Mathematics, Science and Technology Education is a 240 credits qualification at NQF level 7 based on Norms and Standards for Educators (February 2000). It develops strong practical, foundational and reflexive competence to make judgements in various contexts.

Specific Outcomes

  • Demonstrate a practical and theoretical understanding of effective Mathematics, Science and Technology education.
  • Demonstrate the ability to apply knowledge of assessment strategies to school Mathematics, Science and Technology education context.
  • To offer new career opportunities in MST Education
  • To encourage lifelong learning.

Key Performance Indicators

  • An ability to choose appropriate assessment approaches and techniques for different purposes recognising underlying theories, assumptions, strengths and weaknesses.
  • An ability to design, execute and assess learning activities that reflect the process, acquisition of new concepts and problem-solving skills.
  • An ability to continuously assess the learning process.
  • An ability to use the results from formative and summative assessments appropriately for administrative purposes, learning programme development, and feedback to learners, parents and colleagues.
  • An ability to access and critically read various professional texts on MST teaching and teacher education in particular.
  • An ability to carry out research that will inform the ongoing development and improvement of personal classroom practice and students’ learning capacity.
  • An ability to become an effective consumer and user of research in MST.
  • An ability to keep up to date with developments in the field.