Loughborough University

What you'll study

This programme combines advanced study of mathematics education theory and classroom practice with modules in research methods and a substantial independent project. Core themes typically include the mathematics curriculum and its development, evidence-informed approaches to teaching and learning in mathematics, assessment for learning and feedback, the use of digital tools and representations in mathematics instruction, and equity and inclusion in mathematics classrooms.

• Curriculum and policy in mathematics education
• Advanced pedagogy for secondary and post-16 mathematics
• Assessment, feedback and progression in mathematics learning
• Research methods for education (qualitative and quantitative approaches)
• Technology-enhanced learning and visualisation in mathematics
• Dissertation or practitioner research project focused on a question in mathematics education

Teaching is delivered through a mixture of seminars, workshops, school-based practitioner enquiry, research training and supervised supervision for the dissertation. The programme emphasises the translation of research into classroom practice and offers opportunities to collaborate with local schools and education partners.

Entry requirements

Applicants are normally expected to hold a good honours degree (typically a UK 2:1 or international equivalent) in mathematics, a closely related subject, or in education with a substantial mathematics component. Candidates with a lower second-class degree (2:2) plus relevant professional experience in mathematics teaching or educational practice may be considered.

Current or recent teaching experience in secondary or post-16 settings is advantageous. Applicants will need to provide academic references and a personal statement outlining their reasons for study and proposed area of interest for the dissertation. International applicants must meet the University's English language requirements and supply certified academic transcripts; DBS or equivalent safeguarding checks may be required for school-based work linked to the course.

Career prospects

Graduates use the MSc to enhance their classroom practice, progress into senior and specialist roles, or move into related professional careers. Typical career paths include:

• Subject leadership in schools (e.g. head of mathematics, curriculum leader)
• Specialist roles such as mathematics coach, intervention lead or curriculum developer
• Employment with exam boards, educational publishers and assessment organisations
• Advisory and consultancy roles in local authorities or educational charities
• Further academic study leading to MPhil/PhD in mathematics education or related fields

The programme is particularly valuable for teachers aiming to lead departmental change, undertake evidence-based classroom research or move into curriculum and assessment work at regional or national level.

Why study at Loughborough University

Loughborough combines a strong institutional focus on high-quality teaching with active research in education and close links to schools and regional education partners. Students benefit from experienced staff whose research spans classroom practice, curriculum development and the study of learners’ mathematical thinking. The University's emphasis on applied, practice-led enquiry offers clear pathways for teachers to translate research into sustained improvements in the classroom.

Facilities and support include access to specialist learning technology, statistical and qualitative analysis support for dissertation work, and a professional development environment with opportunities to network with practitioners and researchers. The department’s collaborative approach helps students develop both the subject expertise and research skills valued by employers and by doctoral programmes.