Abstract:
In this paper, we report on our investigations of mathematics students' ideas about working as
professionals in the mathematical sciences, and the impact that these ideas have on their learning of
mathematics. Our investigations are designed using a three-phase combination of qualitative and
quantitative approaches. We discuss the synergies between these different methodologies, and
explain how we use the strengths of each to increase the overall usefulness and confidence in the
results. Our findings provide a theoretical and practical basis for investigation of mathematics
learning and the transition to the workplace - how people move from being students of mathematics
to developing a professional identity and the professional skills and attitudes of a mathematical
scientist. The outcomes also include practical information on important components of curriculum
to help students make this transition.
