MARC Record from Library of Congress

LEADER: 02261cam a22004097a 4500
001 2012932852
003 DLC
005 20140513075912.0
008 120209s2012 ne a b 001 0 eng
010 $a 2012932852
015 $aGBB1D8114$2bnb
016 7 $a015979925$2Uk
020 $a9789400729834 (hbk)
020 $a9400729839 (hbk)
020 $z9789400729841 (ebk)
035 $a(OCoLC)ocn791855346
040 $aAU@$beng$cAU@$dCDX$dBTCTA$dUKMGB$dYDXCP$dOHX$dBWX$dOUP$dVRC$dOCLCA$dDLC
042 $alccopycat
050 00 $aQA10.5$b.W66 2012
072 7 $aLB$2lcco
072 7 $aQA$2lcco
082 04 $a510.922$223
100 1 $aWood, Leigh N.
245 10 $aBecoming a mathematician :$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.
650 0 $aMathematicians$xAttitudes.
650 0 $aMathematics$xStudy and teaching (Higher)
650 0 $aMathematicians$xEmployment.
700 1 $aPetocz, Peter.
700 1 $aReid, Anna,$d1963-
830 0 $aMathematics education library ;$vv. 56.