Becoming a mathematician : an international perspective
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Bibliographic Information
Becoming a mathematician : an international perspective
（Mathematics education library, v. 56）
Springer, c2012
- : hardcover
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Note
Includes bibliographical references and index
Description and Table of Contents
Description
This book considers the views of participants in the process of becoming a mathematician, that is, the students and the graduates. This book investigates the people who carry out mathematics rather than the topics of mathematics. Learning is about change in a person, the development of an identity and ways of interacting with the world. It investigates more generally the development of mathematical scientists for a variety of workplaces, and includes the experiences of those who were not successful in the transition to the workplace as mathematicians. The research presented is based on interviews, observations and surveys of students and graduates as they are finding their identity as a mathematician. The book contains material from the research carried out in South Africa, Northern Ireland, Canada and Brunei as well as Australia.
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.
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