Renewing U.S. Mathematics A Plan for the 1990s (1990) / Chapter Skim
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1 Background and Introduction
1 Background and Introduction
Pages 11-20
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From page 11... ...
Federal support for mathematical sciences research had come to be markedly out of balance with support for related fields of science and engineering. Discrepancies in support for essential research needs were very large.
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64~: Apply to the mathematics faculty the lowest percentage for those with federal support in other fields, 54% [from a 1980 National Science Foundation report]
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SOURCE: From National Science Foundation Report 81-323, reprinted from National Research Council, Renewing U.S. Mathematics: Critical Resource for the Future (National Academy Press, Washington, D.C., 1984)
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SOURCE: From National Science Foundation Report 82-260, reprinted from National Research Council, Renewing U.S. Mathematics: Critical Resource for the Future (National Academy Press, Washington, D.C., 1984)
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SOURCE: National Science Foundation; reprinted from National Research Council, Renewing U.S. Mathematics: Critical Resource for the Future (National Academy Press, Washington, D.C., 1984)
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The 1984 committee concludecl that the extreme imbalance in the numbers of junior people involved in research, while partly attributable to the differing needs of laboratory and nonlaboratory fields, nonetheless indicated a distinct shortcoming in mathematical sciences researcher training. Without attempting to define "ideal" balance, that group was able to make recommendations for levels of supported research designed to restore balance.
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From page 17... ...
, and toward a grants model consistently supporting graduate students, postdoctorals, and other components of the research infrastructure as well.3 Briefly, the 1984 National Plan called for annual summer support for 2600 senior investigators, 24-month research positions for 200 postdoctorals, 15 months plus two summers of research support for 1000 graduate students, and 400 research grants for young investigators. These goals were baser]
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From page 18... ...
This intellectual output is valuable in itself, contributes substantially to other quantitative fields, provides the environment necessary for training mathematical scientists and educators, and when explained well serves as a beacon to draw students into the mathematical sciences. THE CURRENT REPORT Purpose and Emphasis This report was prepared at the request of the NSF and the Interagency Committee for Extramural Mathematics Programs (ICEMAP)
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From page 19... ...
In the early 1980s the average NSF research grant in mathematics supported two months of summer research time for a principal investigator and little else. For example, the National Research Council reports Everybody Counts: A Report to the Nation on the Future of Mathematics Education (National Academy Press, Washington, D.C., 1989)
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