D'Math University | Education & Specialist Mathematics
MEd Mathematics Education
A postgraduate programme designed for practising teachers and education professionals seeking to deepen their understanding of how mathematics is learned, taught, and researched. Grounded in action research, this degree empowers teacher-leaders to drive evidence-based improvement across departments and institutions.
Programme Overview
For the Reflective Practitioner
The MEd Mathematics Education is built for educators who are already in the classroom and want to interrogate their practice at a scholarly level. Rather than abstract theory disconnected from the school day, this programme demands that students bring their own classrooms as sites of inquiry — generating original knowledge through systematic practitioner research.
- Action research model: Your own classroom becomes the laboratory; your pupils are the participants in your inquiry
- Flexible delivery: Online and blended study options enable full-time teachers to study without leaving the profession
- Leadership track: Modules on curriculum leadership prepare graduates for Heads of Department and school improvement roles
- International cohort: Study alongside mathematics educators from over 30 countries
What Sets This Programme Apart
Unlike generic education masters, this MEd drills deep into mathematics-specific pedagogy. Students encounter the latest research on mathematical cognition, the sociology of mathematics education, and the global discourse on equity in STEM. The dissertation is a substantial original contribution — many graduates publish directly from their work.
- Dissertation publication rate: Over 60% of dissertations lead to journal article submissions
- Expert supervisors: Dissertation supervisors are active researchers in mathematics education
- Social justice lens: A dedicated module on mathematics for social justice — rare in postgraduate programmes
- EdTech critical eye: Rigorous evaluation of technology claims, separating evidence from hype
Core Modules
Theories of Mathematical Learning
Cognitive, sociocultural, and constructivist theories applied to mathematics learning. From Piaget's schemas to Sfard's object/process duality.
Quantitative Research in Education
Statistical methods for educational researchers — regression, ANOVA, effect sizes. Critically evaluating large-scale studies like PISA and TIMSS.
Problem-Based Learning in Mathematics
Designing and evaluating problem-based sequences. How open tasks foster mathematical reasoning, creativity, and productive struggle.
EdTech for Mathematics
Critical evaluation of digital tools — dynamic geometry, CAS, AI tutors. Designing technology-enhanced lessons grounded in pedagogical evidence.
Assessment for Learning
Formative assessment theory and practice in mathematics. Hinge questions, diagnostic tasks, and responsive teaching techniques examined in depth.
Curriculum Leadership
Leading mathematics improvement at department and institutional level. Vision, culture, data literacy, and managing curriculum change effectively.
Mathematics for Social Justice
Interrogating who mathematics serves and who it excludes. Using mathematics as a lens for understanding power, inequality, and civic engagement.
Classroom Research Methods
Qualitative and mixed-methods approaches — lesson study, video analysis, interviews, grounded theory — applied to mathematics education contexts.
Practitioner Enquiry Project
A sustained school-based inquiry using action research methodology. Students design, enact, and evaluate a mathematics teaching intervention.
Dissertation in Mathematics Education
An original 20,000-word research contribution in mathematics education, conducted under expert supervision, with potential for journal publication.
Click any course to view its objective and learning outcomes.
MED 501 Theories of Mathematics Education +
Objective
To examine major theoretical frameworks underpinning mathematics teaching and learning.
Learning Outcomes
- Compare constructivist, socio-cultural and cognitive science perspectives.
- Apply theory to analyse classroom practice.
- Critique theoretical foundations of curriculum policies.
- Synthesise theory in a literature review.
- Use theory to design original interventions.
AND OR NOT XOR -> <->
MED 502 Advanced Pedagogy in Mathematics +
Objective
To develop sophisticated pedagogical content knowledge across the secondary curriculum.
Learning Outcomes
- Design lessons sequencing big ideas with worked examples.
- Apply variation theory and cognitive load principles.
- Diagnose and address student misconceptions.
- Use representations strategically.
- Evaluate pedagogical research on lesson design.
AND OR NOT XOR -> <->
MED 503 Curriculum Design & Development +
Objective
To design and evaluate mathematics curricula at school and system level.
Learning Outcomes
- Analyse curriculum frameworks across jurisdictions.
- Design progressive units of work.
- Apply backward-design methodology.
- Map content to assessment frameworks.
- Lead curriculum review committees.
AND OR NOT XOR -> <->
MED 504 Educational Research Methods +
Objective
To plan and conduct rigorous educational research.
Learning Outcomes
- Design quantitative and qualitative studies.
- Apply ethical principles in school research.
- Use statistical software for educational data.
- Conduct thematic analysis of qualitative data.
- Critically appraise published education research.
MED 601 Assessment & Evaluation +
Objective
To master modern assessment theory and practice.
Learning Outcomes
- Design valid assessments aligned with learning outcomes.
- Apply Item Response Theory.
- Build rubrics for performance assessment.
- Use formative assessment data to drive instruction.
- Critique standardised testing.
AND OR NOT XOR -> <->
MED 602 Mathematics Teacher Education +
Objective
To prepare leaders who train and mentor other mathematics teachers.
Learning Outcomes
- Design professional development programmes.
- Apply mentoring models for novice teachers.
- Lead lesson study cycles.
- Use instructional coaching techniques.
- Evaluate teacher education programmes.
AND OR NOT XOR -> <->
MED 603 Comparative International Curricula +
Objective
To compare mathematics curricula and outcomes across countries.
Learning Outcomes
- Analyse PISA and TIMSS frameworks and results.
- Compare curricula from East Asia, Europe and North America.
- Discuss the role of cultural context.
- Identify transferable practices.
- Critique policy borrowing in education.
MED 604 Technology-Enhanced Mathematics Learning +
Objective
To leverage technology effectively for mathematics learning.
Learning Outcomes
- Apply dynamic geometry, CAS and statistics software.
- Design tasks for adaptive learning platforms.
- Evaluate AI tutoring systems for mathematics.
- Plan blended and hybrid learning environments.
- Lead digital transformation in mathematics departments.
MED 605 Equity & Inclusion in Mathematics Education +
Objective
To address equity, diversity and inclusion in mathematics teaching.
Learning Outcomes
- Apply Universal Design for Learning.
- Address gender, race and socioeconomic gaps.
- Support students with special educational needs.
- Use culturally responsive pedagogies.
- Lead equity initiatives in schools.
AND OR NOT XOR -> <->
MED 606 Leadership in Mathematics Education +
Objective
To prepare future leaders of mathematics departments and policy bodies.
Learning Outcomes
- Apply educational leadership frameworks.
- Manage change in mathematics departments.
- Lead data-driven school improvement.
- Build coalitions with stakeholders.
- Communicate mathematics policy publicly.
AND OR NOT XOR -> <->
MED 607 Action Research Project +
Objective
To design and conduct a substantial classroom-based research project.
Learning Outcomes
- Identify a focused research question from practice.
- Design ethically-approved data collection.
- Apply rigorous data-analysis methods.
- Communicate findings to colleagues and parents.
- Sustain practice change beyond the study.
MED 608 Master's Dissertation +
Objective
To produce an original master's dissertation in mathematics education.
Learning Outcomes
- Identify a substantive research question.
- Conduct a focused literature review.
- Apply appropriate research methodology.
- Write a 15,000-20,000 word dissertation.
- Defend the dissertation orally.
Career Outcomes
Head of Mathematics
The most common destination for MEd graduates — leading a department with the scholarly grounding to implement evidence-based improvements. An MEd significantly strengthens promotion applications and earning potential.
Director of Curriculum
Senior leadership roles overseeing curriculum design and implementation across schools or Multi-Academy Trusts. MEd graduates bring the research literacy required to evaluate and commission curriculum resources critically.
Education Consultant
Independent or agency consultants working with schools, trusts, and local authorities on mathematics improvement. An MEd provides the professional credibility and evidence base to command premium consulting rates.
University Lecturer (Education)
Many MEd graduates progress to lecturer positions in education faculties — particularly in teacher education programmes. The MEd typically serves as the minimum qualification, with PhD progression common.
EdTech Specialist
Working within educational technology companies to develop, evaluate, and implement mathematics learning tools. A rare combination of classroom experience and research literacy is highly sought after in this growing sector.
School Improvement Adviser
Deployed by local authorities, trusts, or government bodies to support schools requiring mathematics improvement. MEd graduates are equipped to diagnose issues and design evidence-based intervention programmes.
Top Universities for MEd Mathematics Education
Why D'Math University for Practising Educators?
Study Without Leaving Teaching
Our online and blended delivery is designed around the school calendar. Modules can be completed evenings and weekends; school terms align with assignment deadlines. No career interruption required.
Your School as Laboratory
Assignments are contextualised to your own professional setting. You will leave each module with practical outputs — resource packs, research reports, assessment tools — directly applicable in your school.
Research That Matters
Our MEd does not produce research for its own sake. Every module is oriented towards classroom impact. The dissertation is a genuine contribution to professional knowledge, not merely an academic exercise.
Recognised Globally
D'Math University MEd graduates are sought by school leaders in Singapore, Australia, Canada, the UK, and across the Middle East. Our alumni network spans 40+ countries and actively supports career progression.
Part-time and full-time pathways available. Online delivery accommodates working teachers globally.