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The Resource Becoming a mathematician : an international perspective, Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource)
Becoming a mathematician : an international perspective, Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource)
Resource Information
The item Becoming a mathematician : an international perspective, Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Boston University Libraries.This item is available to borrow from all library branches.
Resource Information
The item Becoming a mathematician : an international perspective, Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Boston University Libraries.
This item is available to borrow from all library branches.
 Summary
 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
 Language
 eng
 Extent
 1 online resource (viii, 188 p.)
 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.
 Isbn
 9789400729841
 Label
 Becoming a mathematician : an international perspective
 Title
 Becoming a mathematician
 Title remainder
 an international perspective
 Statement of responsibility
 Leigh N Wood, Peter Petocz, Anna Reid
 Subject

 Electronic books
 Education.
 MATHEMATICS / PreCalculus
 Sciences humaines
 Mathematics Education.
 MATHEMATICS / Essays
 Professional & Vocational Education.
 Mathematicians
 Electronic resources
 Mathematicians
 Mathematics  Vocational guidance
 Mathematics.
 Sciences sociales
 Education
 MATHEMATICS / Reference
 Learning & Instruction.
 Mathematics  Vocational guidance
 Language
 eng
 Summary
 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
 Cataloging source
 GW5XE
 http://library.link/vocab/creatorName
 Wood, Leigh N
 Image bit depth
 0
 LC call number
 QA10.5
 LC item number
 .W66 2012
 Literary form
 non fiction
 Nature of contents
 dictionaries
 http://library.link/vocab/relatedWorkOrContributorName

 SpringerLink
 Petocz, Peter
 Reid, Anna
 Series statement
 Mathematics Education Library
 Series volume
 56
 http://library.link/vocab/subjectName

 Mathematics
 Mathematicians
 MATHEMATICS / Essays
 MATHEMATICS / PreCalculus
 MATHEMATICS / Reference
 Mathematicians
 Mathematics
 Education
 Sciences sociales
 Sciences humaines
 Label
 Becoming a mathematician : an international perspective, Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource)
 Antecedent source
 mixed
 Bibliography note
 Includes bibliographical references and index
 Color
 not applicable
 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.
 Dimensions
 unknown
 Extent
 1 online resource (viii, 188 p.)
 File format
 multiple file formats
 Form of item

 online
 electronic
 Isbn
 9789400729841
 Level of compression
 uncompressed
 Quality assurance targets
 absent
 Reformatting quality
 access
 Specific material designation
 remote
 System control number

 (OCoLC)778076290
 (OCoLC)ocn778076290
 Label
 Becoming a mathematician : an international perspective, Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource)
 Antecedent source
 mixed
 Bibliography note
 Includes bibliographical references and index
 Color
 not applicable
 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.
 Dimensions
 unknown
 Extent
 1 online resource (viii, 188 p.)
 File format
 multiple file formats
 Form of item

 online
 electronic
 Isbn
 9789400729841
 Level of compression
 uncompressed
 Quality assurance targets
 absent
 Reformatting quality
 access
 Specific material designation
 remote
 System control number

 (OCoLC)778076290
 (OCoLC)ocn778076290
Subject
 Education
 Education.
 Electronic books
 Electronic resources
 Learning & Instruction.
 MATHEMATICS / Essays
 MATHEMATICS / PreCalculus
 MATHEMATICS / Reference
 Mathematicians
 Mathematicians
 Mathematics  Vocational guidance
 Mathematics  Vocational guidance
 Mathematics Education.
 Mathematics.
 Professional & Vocational Education.
 Sciences humaines
 Sciences sociales
Genre
Member of
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<div class="citation" vocab="http://schema.org/"><i class="fa faexternallinksquare fafw"></i> Data from <span resource="http://link.bu.edu/portal/Becomingamathematiciananinternational/vU1JrWlE2fU/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.bu.edu/portal/Becomingamathematiciananinternational/vU1JrWlE2fU/">Becoming a mathematician : an international perspective, Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource)</a></span>  <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.bu.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.bu.edu/">Boston University Libraries</a></span></span></span></span></div>