Becoming a mathematician : an international perspective /
Wood, Leigh N.
Becoming a mathematician : an international perspective / Leigh N. Wood, Peter Petocz, Anna Reid. - Dordrecht ; London : Springer, c2012. - viii, 188 p. : ill. ; 25 cm. - Mathematics education library ; v. 56 . - Mathematics education library ; v. 56. .
Formerly CIP.
Includes bibliographical references and index.
Introduction: how does a person become a mathematician? -- How do mathematics students think of mathematics?- A first look -- How do mathematics students go about learning mathematics?- A first look -- What do mathematics students say about mathematics internationally? -- How can we track our students' progress towards becoming mathematicians? -- What is the contribution of mathematics to graduates' professional working life? -- What is the role of communication in mathematics graduates' transition to professional work? -- What university curriculum best helps students to become mathematicians? -- How can professional development contribute to university mathematics teaching? -- Conclusion: becoming a mathematician- revisited -- Appendices -- Appendix 1: short form of conceptions of mathematics survey -- Appendix 2: mathematical communication outcomes -- Appendix 3: Australian professional development framework.
9789400729834 (hbk) 9400729839 (hbk)
Mathematicians--Interviews.
Mathematicians--Attitudes.
Mathematics--Study and teaching (Higher)
Mathematicians--Employment.
510.922
Becoming a mathematician : an international perspective / Leigh N. Wood, Peter Petocz, Anna Reid. - Dordrecht ; London : Springer, c2012. - viii, 188 p. : ill. ; 25 cm. - Mathematics education library ; v. 56 . - Mathematics education library ; v. 56. .
Formerly CIP.
Includes bibliographical references and index.
Introduction: how does a person become a mathematician? -- How do mathematics students think of mathematics?- A first look -- How do mathematics students go about learning mathematics?- A first look -- What do mathematics students say about mathematics internationally? -- How can we track our students' progress towards becoming mathematicians? -- What is the contribution of mathematics to graduates' professional working life? -- What is the role of communication in mathematics graduates' transition to professional work? -- What university curriculum best helps students to become mathematicians? -- How can professional development contribute to university mathematics teaching? -- Conclusion: becoming a mathematician- revisited -- Appendices -- Appendix 1: short form of conceptions of mathematics survey -- Appendix 2: mathematical communication outcomes -- Appendix 3: Australian professional development framework.
9789400729834 (hbk) 9400729839 (hbk)
Mathematicians--Interviews.
Mathematicians--Attitudes.
Mathematics--Study and teaching (Higher)
Mathematicians--Employment.
510.922