000 03810nam a22004935i 4500
001 978-94-007-2984-1
003 DE-He213
005 20140220083344.0
007 cr nn 008mamaa
008 120213s2012 ne | s |||| 0|eng d
020 _a9789400729841
_9978-94-007-2984-1
024 7 _a10.1007/978-94-007-2984-1
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
100 1 _aWood, Leigh N.
_eauthor.
245 1 0 _aBecoming a Mathematician
_h[electronic resource] :
_bAn international perspective /
_cby Leigh N Wood, Peter Petocz, Anna Reid.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2012.
300 _aVIII, 188p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMathematics Education Library ;
_v56
505 0 _aChapter 1: Introduction: How does a person become a mathematician? -- Chapter 2: How do mathematics students think of mathematics? – a first look -- Chapter 3: How do mathematics students go about learning mathematics? – a first look -- Chapter 4: What do mathematics students say about mathematics internationally? -- Chapter 5: How can we track our students’ progress towards becoming mathematicians? -- Chapter 6: What is the contribution of mathematics to graduates’ professional working life? -- Chapter 7: What is the role of communication in mathematics graduates’ transition to professional work? -- Chapter 8: What university curriculum best helps students to become mathematicians? -- Chapter 9: How can professional development contribute to university mathematics teaching? -- Chapter 10: Conclusion: Becoming a mathematician – revisited -- References -- Appendix 1. Short form of conceptions of mathematics survey -- Appendix 2. Mathematical communication outcomes -- Appendix 3. Australian professional development framework.            .
520 _aMathematicians are everywhere and nowhere: although they play key roles in industry and research, business and science, the people who use the ideas and tools of the mathematics are often invisible and difficult to identify. This leads to a lack of clarity for students who are studying the mathematical sciences in their transition to professional life. Becoming a Mathematician  considers the process of developing a mathematical identity and becoming a mathematician from the point of view of the participants in the process – students and recent graduates. It focuses on the people who do mathematics rather than on the topics of mathematics. It investigates the development of mathematical scientists for a variety of workplaces, and incorporates the experiences of those who were unsuccessful as well as those who were successful in the transition to the profession. The research presented is based on interviews, observations and surveys of students and graduates as they develop their identity as mathematicians, carried out over a decade in Australia and a diverse range of countries.
650 0 _aEducation.
650 0 _aMathematics.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
650 2 4 _aLearning & Instruction.
650 2 4 _aProfessional & Vocational Education.
700 1 _aPetocz, Peter.
_eauthor.
700 1 _aReid, Anna.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400729834
830 0 _aMathematics Education Library ;
_v56
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-2984-1
912 _aZDB-2-SHU
999 _c104627
_d104627