hire mathematics experts

hire mathematics experts

The Role of Mathematics Experts in Various Industries

1. Introduction to Mathematics Experts

The main task of this chapter is to give the reader a clear idea about what actual work is expected from a mathematics expert in a wide spectrum of industries: from financial institutions, via logistics centres, telecommunications, through to aerospace and automotive manufacturers, research institutes and various other service machines and suppliers. We also introduce some industrial sectors with specific mathematics experts, such as schools and universities. We give examples of the most attractive and practical challenges in all these sectors and outline the necessary qualifications of a successful expert.

There are numerous areas where mathematics experts are employed, either as researchers in banks, companies or research institutions, universities and schools, or as employees of software suppliers. Each one of these industries has its specific and independent requirements. Whether the employee spends most of the time addressing general mathematical problems or concentrating on the specific area of application is determined by the respective industry and the problems currently encountered. Within those industries more demanding problem-specific expertise is required, which will also need timely development.

2. Applications of Mathematics in Different Industries

Mathematics is the universal language that excels in discovering patterns and making predictions about systems governed by rules or laws. The combination of computational and mathematical skills, together with problem-solving expertise, is a potent recipe for success in a wide range of fields. The intellectual versatility and flexibility of a career in mathematics make a degree in the subject the first step of a forward-looking career. There are more opportunities now than ever before for someone who loves mathematics.

The landscape of graduate opportunities for students with a broad education in mathematics is vast. The Association of American Medical Colleges considers mathematical modeling with biological, physical, or social science concepts and principles as one of the many competencies a medical school graduate should acquire. Consulting and collaborating with mathematics specialists is a powerful way for healthcare companies to improve their operations. Examples of applied mathematical techniques in different functional areas of healthcare, such as revenue management, process improvement, queuing models, and statistical inference in individual patient-choice exercises, are described.

3. Skills and Qualifications of Mathematics Experts

Mathematics experts in business, industry, and government hold a variety of job titles and work with a wide variety of mathematical techniques and tools in many areas of activity. At each level of the managerial hierarchy, individuals are needed who can effectively bridge the gap between the mathematical and the nonmathematical communities and who possess special combinations of skills and personal attributes. The training and job responsibilities of these individuals are examined in this chapter. The Mathematics Doctor in Research, Development, and Engineering, Mathematical Doctor Supervising Mathematicians, Dissertation Supervision, Preparing the Mathematics Graduate to Work in Business, Industry, or Government, Mathematics Training in Business, Industry, and Government, Linking the Mathematical and Nonmathematical Communities, Employment and Job Responsibilities of Experts in Mathematics, Types of Mathematical Activities Encountered, Undergraduate Mathematics Major, Master’s Degree in the Mathematical Sciences, Doctorate Degree in the Mathematics Sciences, Industrial Internships for Mathematics Students, Continuing Education for Business, Industry, and Government Mathematicians.

4. Challenges and Opportunities for Mathematics Experts

There are many opportunities and challenges in finding mathematics professionals to work in tiers one and two. Those in tier one are usually employed by companies or consultancy firms. They are extremely well looked after and well paid. They are also in heavy demand and can cherry-pick the most attractive positions. Tier-two workers, who also possess strong IT skills, often work in highly paid ancillary positions in industries which service tier-one players. These include financial services, hospitality, legal and real estate firms.

Many people with high level mathematics expertise still end up in tier-three or ‘supplementary’ jobs, often in public service positions rather than directly using their skills in private enterprise. Generally, there is a certain reluctance to embrace the commercial and financial world, in large part because it is not easy. This seems to occur across many different science disciplines. Some prefer to be driven by intellectual challenges and in the case of the more abstract or theoretical disciplines, commercial applications are of less interest. They would rather solve problems that are interesting and important, driven by socially important questions, and earning a good salary does not appear to be one of these problems for them.

5. Conclusion and Future Outlook

Our aim was to identify initiatives that have emerged in support of students’ learning of mathematics in several areas of knowledge. This work represents a review of research on the nature of and rationale behind these initiatives, as well as their effective implementations. From our research, several implications for the mathematics education community have emerged, with regard to the development of both the theory and practice of those proposing to foster mathematical knowledge in various domains or areas of knowledge. In general, criticizing or evaluating these new methodologies in context is not difficult, although proposing and working with real partners from other different areas of knowledge requires some competence and effort, because one has to face real-world needs with the theory and techniques of mathematics, and this is a challenging issue.

We have proposed several theoretical reflections and considerations about each of the classifications emerging from the review. From our review, we have noted projects in which groups of mathematics researchers are developing and disseminating new tools to be used in other groups of scientists. Due to the emphasis on transversal and school-hard knowledge, the relevance of the interactions among students, teachers, and documents has strengthened, especially in primary and secondary education research, which has brought about several findings in the social, cognitive, and affective domains in mathematics education research. The main products of assessment in mathematics have reinforced a school-mathematics interdisciplinary character, with a shift from measuring school performance to motivating education schools through interactive, reflective, contradictory, and integrating processes.