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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.

Mathematics -- Study and teaching -- Psychological aspects. --- Mathematics -- Study and teaching. --- Mathematics. --- Mathematicians --- Mathematics --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Mathematical Theory --- Mathematics - General --- Education, Special Topics --- Attitudes --- Study and teaching (Higher) --- Employment --- Vocational guidance. --- Study and teaching. --- Mathematics as a profession --- Education. --- Mathematics Education. --- Learning & Instruction. --- Professional & Vocational Education. --- Math --- Science --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Professional education. --- Vocational education. --- Learning process --- Comprehension --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Learning, Psychology of. --- Instructional Psychology. --- Professional and Vocational Education.

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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.

Didactics --- Didactics of mathematics --- Didactics of the technical, artistic and vocational education --- didactiek --- beroepsopleiding --- wiskunde

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Students entering higher education expect their studies to lead them towards some specific form of professional career. But in this age, complex internationalized professions are the main source of work for graduates, so students need to prepare themselves for a future that can be volatile, changeable and challenging. This book shows how students navigate their way through learning and become effective students; it details how to shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. It is in this sense that the book explores how people move from being expert students to novice professionals. This book presents a model of professional learning fashioned out of a decade of research undertaken in countries half a world away from each other Sweden and Australia. It uses empirical research gathered from students and teachers to show how students negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. It reveals that as students move from seeing themselves as learners, they take on more of a novice professional identity which in turn provides a stronger motivation for their formal studies.

Technical, artistic and vocational education --- Higher education --- HO (hoger onderwijs) --- beroepsopleiding