Even the history of construction estimator jobs involve mathematics, in fact, the job always begins with counting. Prehistoric people most likely used their fingers to count, keeping track of numbers with pebbles, knots on a cord, or some other basic method. Approximately 300 B.C, the Egyptians developed the decimal system, which has remained the basic form of counting today. The are many varieties of mathematicians. Those who like to share their mathematical ideas with other people may find their niche in teaching or participating as members of a scientific research team. Those who prefer to work alone may find opportunities in private offices or libraries.
One occupational branch of mathematics is teaching. Mathematics teachers instruct students in all types of mathematics. It is a challenging profession, whose goal is to stimulate and develop young minds. Those who teach on the elementary and junior high school level may either be general teachers, instructing for all subjects, or they may specialize in mathematics. On the high-school level, teachers instruct students in more complex mathematics such as algebra, geometry, pre-calculus, and calculus which again, may be involved with estimating jobs in numbers as well as analysis like estimator careers.
Furthermore, the college mathematics professor is responsible for training future mathematicians and for giving basic instruction in mathematics to students in other scientific fields. Prospective professors should realize that courses must be taught at various levels, remedial as well as advanced. University professors also provide guidance for doctoral candidates. Typically, the college professor does not spend nearly as many hours in the classroom as the high-school teacher. One to three hours a day may be spent in teaching, whereas a considerable amount of time will be spent seeing individual students, reading student papers, preparing lectures, and reading mathematical books and journals. Service on university committees or committees of national mathematical organizations are still other way that the college teacher’s time is used.
Relatively few mathematicians are highly productive in creative research. Those who are usually are in great demand and are ordinarily given every encouragement to develop their talents. If the college is part of a university with a graduate program, the professor may be expected to guide graduate students and make original contributions to the rapidly growing body of mathematical knowledge. This includes the preparation and submission of articles to mathematical journals.
Until a few years after World War II, few people were employed as mathematicians in non-teaching jobs, and the few mathematicians who were employed in industry or government were generally called, ‘engineers’ or ‘physicist.’ Currently, many college graduates with mathematics majors accept well-paying jobs in industry or government. The estimated number of mathematicians employed in industry and government vary according to the definition of mathematician, but it is clear that industry and government are major employers. Although many of these mathematicians have duties connected with computer installations, a considerable number work as statisticians, operation researchers, classical applied mathematicians, and information scientists.
The majority of industrial or applied mathematicians are hired because they can contribute to the solution of some current problem. Usually, these mathematicians are part of a team and thus, a fundamental requirement is the ability to communicate with engineers, physicists, and other technical personnel, as well as with management.
Typically, a mathematician solves a problem in three major phases: formulating a mathematical model of the problem, finding its solution, and testing the agreement evidence. This also includes an estimating job. First, the mathematician constructs one or more mathematical models that simulate the problem under the study and embody its essential features. In dealing with problems that are too complex for complete analysis, even with the aid of large computers, the construction of appropriate models is a function requiring the highest order of creativity. This is often the most rewarding activity of the applied mathematician.
The successful model maker must have a familiarity with the areas in which the problems arise, which may be, for example, fluid dynamics, solid mechanics, structural design, or electromagnetic theory. The model maker must also be able to communicate effectively with the people responsible for the project, both to be able to understand more than just the essential features of the problem and to explain the results of the completed work. The second phase, the solution of the problem, may at times require only routine application of well-known formulas, but it may also tax the highest mathematical abilities and sometimes require the development of new, nonstandard methods. The third phase, testing the solution against experience, also requires good mathematical work in the design of a meaningful experiment and the interpretation of the data obtained from the experiment. For this phase, statistical training is necessary.
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