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Every year, thousands of students go to university to study mathematics (single honours or combined with another subject). Many of these students are extremely intelligent and hardworking, but even the best will, at some point, struggle with the demands of making the transition to advanced mathematics. Some have difficulty adjusting to independent study and to learning from lectures. Other struggles, however, are more fundamental: the mathematics shifts in focus from calculation toproof, so students are expected to interact with it in different ways. These changes need not be mysterious - math
Mathematics --- Mathematics as a profession --- Math --- Science --- Study and teaching (Higher) --- Vocational guidance. --- Mathematics - Study and teaching (Higher)
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Technical education --- Scientists --- Engineers --- Graduate students in science --- Graduate students --- Science --- Entrepreneurship --- Engineering --- Technology --- Mathematics --- Mathematics as a profession --- Technology as a profession --- Science as a profession --- Engineering as a profession --- Entrepreneur --- Intrapreneur --- Capitalism --- Business incubators --- Vocational guidance --- E-books
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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
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Key Productivity and Performance Strategies to Advance Your STEM Career shares valuable knowledge and insights on best practices used by high performing individuals in the STEM fields to enhance their professional endeavors. The strategies contained in this book are based on Lesia L. Crumpton-Young's experience and expertise as a STEM professional and a certified Life and Career Coach. The book includes real-life examples from STEM professionals of career hurdles and efficient solutions to reaching your career goals. It covers effective goal setting, decision-making, and how best to overcome doubt and criticism, as well as practical advice on critical path analysis. Finally, the book includes a five-year career planning tool, along with additional problem statements and exercises, making it a valuable resource those involved in the STEM fields. Includes a five-year career planning tool, additional problem statements and exercises Discusses topics such as decisive decision-making, setting clear and concise goals, objectives, targets and how to efficiently allocate resources Present insights on the best practices used by high-performing individuals in the STEM fields
Science --- Adult education. Lifelong learning --- Mathematics --- Personnel management --- Business management --- Career development. --- Vocational guidance. --- Technology --- Engineering --- Success in business. --- Business --- Business failures --- Creative ability in business --- Prediction of occupational success --- Mathematics as a profession --- Engineering as a profession --- Technology as a profession --- Science as a profession --- Scientists --- Business, Choice of --- Career choice --- Career counseling --- Career patterns --- Career planning --- Careers --- Choice of profession --- Guidance, Student --- Guidance, Vocational --- Occupation, Choice of --- Occupational choice --- Profession, Choice of --- Student guidance --- Vocation, Choice of --- Vocational opportunities --- Counseling --- Educational counseling --- Occupations --- Professions --- Career advancement --- Career ladder --- Career management --- Development, Career --- Development, Professional --- Employee development --- Organizational career development --- Professional development --- Vocational guidance
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While the importance of knowledge for effective instruction has long been acknowledged, and the concept and structure of mathematics knowledge for teaching are far from being new, the process of such knowledge acquisition and improvement remains underexplored empirically and theoretically. The difficulty can well associate with the fact that different education systems embody different values for what mathematics teachers need to learn and how they can be assisted to develop their knowledge. To improve this situation with needed consideration about a system context and policies, How Chinese Acquire and Improve Mathematics Knowledge for Teaching takes a unique approach to present new research that views knowledge acquisition and improvement as part of teachers’ life-long professional learning process in China. The book includes such chapters that can help readers to make possible connections of teachers’ mathematical knowledge for teaching in China with educational policies and program structures for mathematics teacher education in that system context. How Chinese Acquire and Improve Mathematics Knowledge for Teaching brings invaluable inspirations and insights to mathematics educators and teacher educators who wish to help teachers improve their knowledge, and to researchers who study this important topic beyond a static knowledge conception.
Mathematics teachers --- Mathematics --- Math --- Science --- Teachers --- Mathematics as a profession --- Training of --- Vocational guidance --- Training of. --- Vocational guidance. --- Education --- Teacher training --- China. --- 1949 --- -Bu̇gd Naĭramdakh Dundad Ard Uls --- Bu̇gu̇de Nayiramdaqu Dumdadu Arad Ulus --- Bu̇gu̇de Nayiramdaxu Dundadu Arad Ulus --- Catay --- Cathay --- Central Government of the People's Republic of China --- Central People's Government of Communist China --- China --- Chine --- Chinese National Government --- Chinese People's Republic --- Chūka Jinmin Kyōwakoku --- Chung-hua chung yang jen min kung ho kuo --- Chung-hua jen min kung ho kuo --- Chung-hua min kuo --- Chung-kuo --- Chung-kuo kuo min cheng fu --- Chung yang jen min cheng fu --- Cina --- Činská lidová republika --- Dumdad Uls --- Dumdadu Ulus --- Erets Sin --- Jhonggu --- Jumhūriyat al-Ṣīn al-Shaʻbīyah --- Khi͡atad --- Kínai Népköztársaság --- Kin --- Kitad --- Kita --- Kitaĭskai͡a Narodnai͡a Respublika --- Kitajska --- KNR --- Kytaĭsʹka Narodna Respublika --- National Government --- P.R. China --- People's Republic of China --- PR China --- Republic --- Republic of China --- República Popular China --- Republik Rakjat Tiongkok --- République Populaire de Chine --- RRC --- RRT --- Sāthāranarat Prachāchon Čhīn --- VR China --- VRChina --- Zhong guo --- Zhong hua ren min gong he guo --- Zhongguo --- Zhonghua Renmin Gongheguo --- Zhonghuaminguo --- -BNKhAU --- Bu̇gd Naĭramdakh Dundad Ard Uls --- P.R.C. --- PRC
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