\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2012e.00293}
\itemau{Wood, Leigh N.; Petocz, Peter; Reid, Anna}
\itemti{Becoming a mathematician. An international perspective.}
\itemso{Mathematics Education Library 56. Berlin: Springer (ISBN 978-94-007-2983-4/hbk; 978-94-007-2984-1/ebook). viii, 188~p. (2012).}
\itemab
This book is a study of undergraduate mathematics education. From the summary: ``[The book] 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 [South Africa, Northern Ireland, Brunei, and Canada].'' The book has ten chapters: 1. Introduction: How does a person become a mathematician? 2. How do mathematics students think of mathematics? -- A first look 3. How do mathematics students go about learning mathematics? -- A first look 4. What do mathematics students say about mathematics internationally? 5. How can we track our students' progress towards becoming mathematicians? 6. What Is the contribution of mathematics to graduates' professional working life? 7. What is the role of communication in mathematics graduates' transition to professional work? 8. What university curriculum best helps students to become mathematicians? 9. How can professional development contribute to university mathematics teaching? 10. Conclusion: becoming a mathematician -- revisited. The authors conclude: ``Maybe our most important recommendation is to take some time regularly to converse with students, incorporate their ideas into pedagogy and curriculum, and keep them at the centre of our teaching practice.''
\itemrv{Steven C. Althoen (Holly)}
\itemcc{C70 D40}
\itemut{students' conceptions of mathematics; students' conceptions of learning mathematics; mathematical communication}
\itemli{doi:10.1007/978-94-007-2984-1}
\end