mathematics, there are difficult questions about how to teach mathematics. It is a challenge to find appropriate underlying themes on which to organize the teaching of mathematics more efficiently. There is already much more mathematics that busy students in the sciences should know than will fit into their schedules. In primary and secondary school, mathematics follows a relatively sequential program of integer addition to integer multiplication to fraction arithmetic to algebra to analytic geometry to calculus. But probability and statistics, matrix algebra, and computer-oriented discrete mathematics topics and diverse applications also demand attention. At the college level, the trail branches out in many directions. Efforts of the "New Math" in the 1960s to modernize school mathematics were largely a failure, although many of the country's best mathematical minds were involved. Unfortunately this failure halted for many years any further attempt to make the major changes required in mathematical education. Recent efforts such as the National Conference of Teachers of Mathematics (NCTM) standards  and the National Science Foundation/Mathematical Association of America Calculus Reform project show that mathematicians are now attacking these difficult educational issues once more.
There is currently substantial debate within collegiate mathematics departments concerning the required content of a major in mathematics. So many facets of both pure and applied mathematics exist that a consensus on what constitutes the central core of training in mathematics has yet to emerge. The explosion of new fields and new uses of mathematics continues to present serious educational challenges that must be addressed.
Because the mathematical sciences community has only recently returned to these educational issues in a serious way, because of the great importance of science and technical education to economic competitiveness and other important national issues, and because of the sizable fraction that mathematics occupies within science and technical education as a whole, there is a strong need for the mathematical sciences community to recognize the seriousness of the issues described in this report and to assume responsibility for further action.