000			02283cam a22003737a 4500
001			UPMIN-00009457372
005			20230622153419.0
008			120209s2012 ne a b 001 0 eng
020			_a9789400729834 (hbk)
020			_a9400729839 (hbk)
020			_z9789400729841 (ebk)
040			_aAU@ _beng _cAU@ _dCDX _dBTCTA _dUKMGB _dYDXCP _dOHX _dBWX _dOUP _dVRC _dOCLCA _dDLC
042			_alccopycat
090		0	_aQA10.5 _b.W66 2012
082	0	4	_a510.922 _223
100	1		_aWood, Leigh N. _921061
245	1	0	_aBecoming a mathematician : _ban international perspective / _cLeigh N. Wood, Peter Petocz, Anna Reid.
260			_aDordrecht ; _aLondon : _bSpringer, _cc2012.
300			_aviii, 188 p. : _bill. ; _c25 cm.
490	1		_aMathematics education library ; _vv. 56
500			_aFormerly CIP. _5Uk
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction: how does a person become a mathematician? -- How do mathematics students think of mathematics?- A first look -- How do mathematics students go about learning mathematics?- A first look -- What do mathematics students say about mathematics internationally? -- How can we track our students' progress towards becoming mathematicians? -- What is the contribution of mathematics to graduates' professional working life? -- What is the role of communication in mathematics graduates' transition to professional work? -- What university curriculum best helps students to become mathematicians? -- How can professional development contribute to university mathematics teaching? -- Conclusion: becoming a mathematician- revisited -- Appendices -- Appendix 1: short form of conceptions of mathematics survey -- Appendix 2: mathematical communication outcomes -- Appendix 3: Australian professional development framework.
650		0	_aMathematicians _vInterviews. _921062
650		0	_aMathematicians _xAttitudes. _921063
650		0	_aMathematics _xStudy and teaching (Higher) _921064
650		0	_aMathematicians _xEmployment. _921065
700	1		_aPetocz, Peter. _921066
700	1		_aReid, Anna, _d1963- _921067
830		0	_aMathematics education library ; _vv. 56. _921068
905			_aFO
999			_c19307 _d19307