Students have a rare opportunity to combine fundamental concepts with practical applications in the mathematics classroom, even at the graduate level. In order to understand how their courses, interactions with peers, mentors, and multidisciplinary projects contribute to their developing sense of self as mathematicians, this study looks at the experiences of graduate students and instructors who are actively involved in advanced mathematical studies. In addition to addressing the difficulties students encounter in striking a balance between mathematical precision and real-world application, the study highlights the crucial role modeling plays in promoting competence, confidence, and professional purpose. These results highlight how important it can be to incorporate mathematical modeling as an instructional method and not just a course. This will foster identity formation and get students ready for meaningful employment in mathematics and related disciplines.

This research is done with a team of people and multiple authors.