rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Becoming a Mathematician
    sub title: An international perspective
  name:
    name part: Wood, Leigh N.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Petocz, Peter.
    role:
      role term: author.
  name:
    name part: Reid, Anna.
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2012
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: VIII, 188 p. online resource.
  abstract: Mathematicians 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.
  table of contents: Chapter 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. .
  note: by Leigh N Wood, Peter Petocz, Anna Reid.
  subject:
    topic: Education
  subject:
    topic: Mathematics
    topic: Study and teaching
  subject:
    topic: Education
  subject:
    topic: Mathematics Education
  subject:
    topic: Learning & Instruction
  subject:
    topic: Professional & Vocational Education
  classification: LC8-6691
  classification: 370
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Mathematics Education Library ; 56
  identifier: 9789400729841
  identifier: http://dx.doi.org/10.1007/978-94-007-2984-1
  record info:
    record creation date: 120213
    record change date: 20151120164417.0
    record identifier: 978-94-007-2984-1