Abstract:
In this paper we report on the first phase of a study of mathematics
students' conceptions of mathematics, their notions of professional work in the
mathematical sciences and the relationship between these ideas and the way
they learn mathematics. Interviews were carried out with 22 later-year students
majoring in the mathematical sciences, investigating their views of their
subject and future profession. Responses were analysed using a phenomenographic
approach. We found that students' conceptions of mathematics could
be arranged in a hierarchy ranging from the narrowest view as a focus on
components, through a notion of mathematics as a focus on models, to the
broadest view of mathematics as an approach to life and a way of thinking.
The results highlight areas that are important to the development of students'
mathematical thinking and their future professional role as mathematical scientists.
