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The Resource Becoming a Mathematician : An international perspective, by Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource)
Becoming a Mathematician : An international perspective, by Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource)
Resource Information
The item Becoming a Mathematician : An international perspective, by Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Manitoba Libraries.This item is available to borrow from all library branches.
Resource Information
The item Becoming a Mathematician : An international perspective, by Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Manitoba 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
 eng
 Edition
 1st ed. 2012.
 Extent
 1 online resource (192 p.)
 Note
 Description based upon print version of record
 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
 9786613709158
 Label
 Becoming a Mathematician : An international perspective
 Title
 Becoming a Mathematician
 Title remainder
 An international perspective
 Statement of responsibility
 by Leigh N Wood, Peter Petocz, Anna Reid
 Language

 eng
 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
 http://library.link/vocab/creatorName
 Wood, Leigh N
 Dewey number

 300
 500
 http://bibfra.me/vocab/relation/httpidlocgovvocabularyrelatorsaut

 v3C3Nrqes3M
 SkvfBi6v8As
 KOV4dLGJPSE
 Language note
 English
 LC call number
 LC86691
 Literary form
 non fiction
 Nature of contents
 dictionaries
 http://library.link/vocab/relatedWorkOrContributorName

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

 Mathematics
 Mathematics Education
 Learning & Instruction
 Professional & Vocational Education
 Label
 Becoming a Mathematician : An international perspective, by Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource)
 Note
 Description based upon print version of record
 Bibliography note
 Includes bibliographical references and index
 Carrier category
 online resource
 Carrier category code
 cr
 Content category
 text
 Content type code
 txt
 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
 Edition
 1st ed. 2012.
 Extent
 1 online resource (192 p.)
 Form of item
 online
 Isbn
 9786613709158
 Media category
 computer
 Media type code
 c
 Other control number
 10.1007/9789400729841
 Specific material designation
 remote
 System control number

 (CKB)2670000000170557
 (EBL)886211
 (OCoLC)783119537
 (SSID)ssj0000632468
 (PQKBManifestationID)11383333
 (PQKBTitleCode)TC0000632468
 (PQKBWorkID)10627654
 (PQKB)10867345
 (DEHe213)9789400729841
 (MiAaPQ)EBC886211
 (EXLCZ)992670000000170557
 Label
 Becoming a Mathematician : An international perspective, by Leigh N Wood, Peter Petocz, Anna Reid, (electronic resource)
 Note
 Description based upon print version of record
 Bibliography note
 Includes bibliographical references and index
 Carrier category
 online resource
 Carrier category code
 cr
 Content category
 text
 Content type code
 txt
 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
 Edition
 1st ed. 2012.
 Extent
 1 online resource (192 p.)
 Form of item
 online
 Isbn
 9786613709158
 Media category
 computer
 Media type code
 c
 Other control number
 10.1007/9789400729841
 Specific material designation
 remote
 System control number

 (CKB)2670000000170557
 (EBL)886211
 (OCoLC)783119537
 (SSID)ssj0000632468
 (PQKBManifestationID)11383333
 (PQKBTitleCode)TC0000632468
 (PQKBWorkID)10627654
 (PQKB)10867345
 (DEHe213)9789400729841
 (MiAaPQ)EBC886211
 (EXLCZ)992670000000170557
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<div class="citation" vocab="http://schema.org/"><i class="fa faexternallinksquare fafw"></i> Data from <span resource="http://link.lib.umanitoba.ca/portal/BecomingaMathematicianAninternational/w9PmFR__810/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.lib.umanitoba.ca/portal/BecomingaMathematicianAninternational/w9PmFR__810/">Becoming a Mathematician : An international perspective, by 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.lib.umanitoba.ca/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.lib.umanitoba.ca/">University of Manitoba Libraries</a></span></span></span></span></div>