and learning mathematics. Colleagues in other disciplines—astronomy, molecular biology, genomics, chemistry—are in many cases well advanced in formulating their own disciplinary-specific answers that take into account disciplinary practices (such as the mix of experimental, observational, theoretical, and computational approaches) and the conceptual models that underlie disciplinary thinking.
Mathematics is unusual in many ways; it maintains a healthy and constructive relationship with its past, as documented in the literature of the field going back hundreds of years, and some of its literature has a long “shelf life.” The committee believes that investments in refreshing and restructuring the corpus of mathematical literature and abstracting it into a knowledge base for future centuries is a valid and sound investment in the future of mathematical scholarship. The DML proposed in this report provides a platform and a context to achieve this and also offers a critical point of focus for the mathematical community in a genuinely digital environment to engage in discussions about the creation, curation, and management of mathematical knowledge.
Sukovic, S. 2008. Convergent flows: Humanities scholars and their interactions with electronic texts, Library Quarterly 78(3):263-284, doi.org/10.1086/588444.