Becoming a Mathematician

Mathematics Education Library

VOLUME 56
Managing Editor
A.J. Bishop, Monash University, Melbourne, Australia

Editorial Board
M.G. Bartolini Bussi, Modena, Italy
J.P. Becker, Illinois, U.S.A.
M. Borba, Rio Claro, Brazil
B. Kaur, Singapore
C. Keitel, Berlin, Germany
G. Leder, Melbourne, Australia
F. Leung, Hong Kong, China
K. Ruthven, Cambridge, United Kingdom
A. Sfard, Haifa, Israel
Y. Shimizu, Tsukuba, Japan
O. Skovsmose, Aalborg, Denmark

For further volumes:

http://www.springer.com/series/6276

Leigh N. Wood Peter Petocz Anna Reid

Becoming a Mathematician
An international perspective

Leigh N. Wood
Faculty of Business and Economics
Macquarie University
North Ryde, NSW, Australia

Peter Petocz
Department of Statistics
Macquarie University
North Ryde, NSW, Australia

Anna Reid
Sydney Conservatorium of Music
University of Sydney
Macquarie Street
Sydney, NSW, Australia

ISBN 978-94-007-2983-4
e-ISBN 978-94-007-2984-1
DOI 10.1007/978-94-007-2984-1
Springer Dordrecht Heidelberg London New York
Library of Congress Control Number: 2012932852
Springer Science+Business Media B.V. 2012
No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written
permission from the Publisher, with the exception of any material supplied specifically for the purpose
of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
Printed on acid-free paper
Springer is part of Springer Science+Business Media (www.springer.com)

Contents

Introduction: How Does a Person Become a Mathematician? ...........

What This Book Is About .........................................................................
Why Is Mathematics Important? ...............................................................
How People Come to Work with Mathematics .........................................
Learning Mathematics ..............................................................................
Researching the Experience of Learning and Working
with Mathematics ......................................................................................
Dramatis Personae ....................................................................................
References .................................................................................................

1
1
2
6
8
11
14
16

How Do Mathematics Students Think

of Mathematics? A First Look ............................................................
Introduction ...............................................................................................
Previous Investigation of Views of Mathematics ......................................
Our Study of Students Conceptions of Mathematics...............................
Conceptions of Mathematics.....................................................................
(1) Mathematics Is About Components ...............................................
(2) Mathematics Is About Models .......................................................
(3) Mathematics Is About Life ............................................................
Discussion .................................................................................................
Implications for Teaching and Learning ...................................................
And What About Students Who Are Not Mathematics Majors? ..............
Summary and Looking Forward ...............................................................
References .................................................................................................

19
19
20
23
24
25
26
27
29
31
32
34
34

How Do Mathematics Students Go About

Learning Mathematics? A First Look................................................
Introduction ...............................................................................................
Previous Investigation of Views of Learning Mathematics ......................
Our Study of Students Conceptions of Learning Mathematics ...............
Conceptions of Learning Mathematics .....................................................
(1) Techniques Orientation ..................................................................

37
37
38
40
42
42
v

vi

Contents

(2) Subject Orientation ........................................................................

(3) Life Orientation ..............................................................................
Discussion .................................................................................................
Implications for Teaching and Learning ...................................................
Summary and Looking Forward ...............................................................
References .................................................................................................

44
46
48
49
50
52

What Do Mathematics Students Say About Mathematics

Internationally? .......................................................................................
Introduction ...............................................................................................
The Methodology of Our Study ................................................................
Results from the Survey Conceptions of Mathematics ..........................
(0) Mathematics Is About Numbers ..................................................
(1) Mathematics Is About Components .............................................
(2a) Mathematics Is About Modelling.................................................
(2b) Mathematics Is About the Abstract ..............................................
(3) Mathematics Is About Life ..........................................................
Results from the Survey Future Use of Mathematics ............................
Factors Associated with Broader Conceptions of Mathematics ...............
Discussion .................................................................................................
Implications for Teaching and Learning ...................................................
Summary and Looking Forward ...............................................................
References .................................................................................................

53
53
54
56
56
57
57
58
59
60
64
69
71
72
73

How Can We Track Our Students Progress Towards

Becoming Mathematicians? ...................................................................
Introduction ...............................................................................................
Questionnaire-Based Studies of Students Conceptions
of Mathematics..........................................................................................
Our Questionnaire Study...........................................................................
Results Conceptions of Mathematics .....................................................
Results Future Use of Mathematics .......................................................
Discussion and Implications for Teaching and Learning ..........................
Summary and Looking Forward ...............................................................
References .................................................................................................

75
75
76
80
81
83
86
88
89

What Is the Contribution of Mathematics to Graduates

Professional Working Life? .................................................................... 91
Introduction ............................................................................................... 91
Studies of Transition from Study to Professional Work
from the Viewpoint of Graduates .............................................................. 92
Our Studies with Graduates ...................................................................... 95
Contributions Technical and Generic Skills,
Personal Characteristics and Identity ........................................................ 96
Contributions Problem Solving and Logical Thinking .......................... 99
(1) Specific Mathematical Problems .................................................... 100

Contents

vii

(2) Problems in a Work Context ..........................................................

(3) Problems in Life Generally ............................................................
Discussion .................................................................................................
Implications for Teaching and Learning ...................................................
Summary and Looking Forward ...............................................................
References .................................................................................................

101
101
103
104
106
107

What Is the Role of Communication in Mathematics

Graduates Transition to Professional Work?......................................
Introduction ...............................................................................................
Mathematical Discourse............................................................................
Becoming a Communicator of Mathematics ............................................
The Methodology of Our Study ................................................................
The Importance of Communication for Recent Graduates .......................
Conceptions of Mathematical Communication ........................................
(1) Jargon and Notation .......................................................................
(2) Concepts and Thinking ..................................................................
(3) Strength ..........................................................................................
Learning Mathematical Communication Skills ........................................
(1) Trial and Error ................................................................................
(2) Mediated by Others and Outside Situations ...................................
(3) Active, Detached Observation........................................................
Discussion .................................................................................................
Summary and Looking Forward ...............................................................
References .................................................................................................

109
109
110
112
113
114
115
116
116
118
120
121
121
122
122
125
126

What University Curriculum Best Helps Students

to Become Mathematicians? ..................................................................
Introduction ...............................................................................................
The Philosophy of Tertiary Mathematics Curriculum ..............................
The Practice of Curriculum in Tertiary Mathematics ...............................
The Message from Undergraduate Learners of Mathematics ...................
Broadening the View of Professional Skills and Dispositions..................
The Message from Mathematics Graduates ..............................................
Discussion .................................................................................................
Summary and Looking Forward ...............................................................
References .................................................................................................

127
127
128
131
133
135
137
142
144
145

How Can Professional Development Contribute

to University Mathematics Teaching? ...................................................
Introduction ...............................................................................................
What Is Professional Development? .........................................................
Professional Development in University Mathematics .............................
An Action Research Model of Professional Development .......................
Peer Tutoring as a Model of Professional Development...........................
Professional Development Based on Professional Standards ...................

147
147
148
150
151
152
154

viii

10

Contents

Sociological Models of Professional Development ..................................

Discussion .................................................................................................
Summary and Looking Forward ...............................................................
References .................................................................................................

156
159
160
160

Conclusion: Becoming a Mathematician Revisited ..........................

Introduction ...............................................................................................
A Summary of the Main Ideas ..................................................................
Learning from Our Students .....................................................................
Pauls Interview.........................................................................................
Heathers Interview ...................................................................................
Being and Becoming .................................................................................
What We Can Do ......................................................................................
References .................................................................................................

163
163
163
165
166
168
170
171
172

Appendices
Appendix 1: Short Form of Conceptions of Mathematics Survey ............ 175
Appendix 2: Mathematical Communication Outcomes............................ 178
Appendix 3: Australian Professional Development Framework............... 179
About the Authors ........................................................................................... 185
Index ................................................................................................................. 187