@BOOK{NAP author = "National Research Council", title = "Reshaping School Mathematics: A Philosophy and Framework for Curriculum", isbn = "978-0-309-04187-4", abstract = "The United States must restructure mathematics education\u2014both what is learned and the way it is taught\u2014if children are to develop the mathematical knowledge and skills they will need to be personally and professionally competent in the twenty-first century. Joining the recent reports that have opened a national dialogue on these issues, Reshaping School Mathematics focuses discussion on essential ideas that transcend details of current curricula or assessment results. It examines changing perspectives on the role of mathematics in society and changing practice in the use of technology\u2014particularly calculators and computers\u2014in mathematics education.", url = "https://nap.nationalacademies.org/catalog/1498/reshaping-school-mathematics-a-philosophy-and-framework-for-curriculum", year = 1990, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Chairing the Mathematical Sciences Department of the 1990s: Proceedings of a Colloquium October 27-28, 1989 Arlington, Virginia", url = "https://nap.nationalacademies.org/catalog/9477/chairing-the-mathematical-sciences-department-of-the-1990s-proceedings-of", year = 1990, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Mathematical Sciences, Technology, and Economic Competitiveness", isbn = "978-0-309-04483-7", abstract = "This book describes the contributions of mathematics to the nation's advanced technology and to economic competitiveness. Examples from five industries\u2014aircraft, petroleum, automotive, semiconductor, and telecommunications\u2014illustrate how mathematics enters into and improves industry.\nMathematical Sciences, Technology, and Economic Competitiveness addresses these high-technology industries and breadth of mathematical endeavors in the United States as they materially contribute to the technology base from which innovation in these industries flows. The book represents a serious attempt by the mathematics community to bring about an awareness by policymakers of the pervasive influence of mathematics in everyday life.", url = "https://nap.nationalacademies.org/catalog/1786/mathematical-sciences-technology-and-economic-competitiveness", year = 1991, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "International Benchmarking of US Mathematics Research", url = "https://nap.nationalacademies.org/catalog/9089/international-benchmarking-of-us-mathematics-research", year = 1997, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "U.S. Research Institutes in the Mathematical Sciences: Assessment and Perspectives", isbn = "978-0-309-06492-7", abstract = "This report is the result of a fast-track study of U.S. mathematical sciences research institutes done in response to a request from the National Science Foundation (NSF). The task of the Committee on U.S. Mathematical Sciences Research Institutes was to address the following three questions:\n\n What are the characteristic features of effective mathematical sciences research institutes in the ways that they further mathematical research in the United States, and are there ways that the current configuration can be improved?\n What kinds of institutes should there be in the United States, and how many does the nation need?\n How should U.S. mathematical sciences research institutes be configured (with regard to, for example, diversity of operating formats, distribution of mathematical fields, and interinstitute cooperation or coordination) in order to have the nation's mathematical research enterprise continue to be most productive and successful?\n", url = "https://nap.nationalacademies.org/catalog/9449/us-research-institutes-in-the-mathematical-sciences-assessment-and-perspectives", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "The Preparation of Teachers of Mathematics: Considerations and Challenges: A Letter Report", url = "https://nap.nationalacademies.org/catalog/10055/the-preparation-of-teachers-of-mathematics-considerations-and-challenges-a", year = 1996, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Measuring Up: Prototypes for Mathematics Assessment", isbn = "978-0-309-04845-3", abstract = "Glimpse the future of mathematics assessment in Measuring Up This book features 13 classroom exercises for fourth grade students that demonstrate the dramatic meaning of inquiry, performance, communication, and problem solving as standards for mathematics education.\nPolicymakers, education leaders, classroom teachers, university-based educators, and parents can learn from the use of these genuine mathematics problems to challenge and prepare students for the future.\nsingle copy, $10.95; 2-9 copies, $8.50 each; 10 or more copies, $6.95 each (no other discounts apply)", url = "https://nap.nationalacademies.org/catalog/2071/measuring-up-prototypes-for-mathematics-assessment", year = 1993, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "BIO2010: Transforming Undergraduate Education for Future Research Biologists", isbn = "978-0-309-08535-9", abstract = "Biological sciences have been revolutionized, not only in the way research is conducted\u2014with the introduction of techniques such as recombinant DNA and digital technology\u2014but also in how research findings are communicated among professionals and to the public. Yet, the undergraduate programs that train biology researchers remain much the same as they were before these fundamental changes came on the scene.\nThis new volume provides a blueprint for bringing undergraduate biology education up to the speed of today's research fast track. It includes recommendations for teaching the next generation of life science investigators, through:\n\n Building a strong interdisciplinary curriculum that includes physical science, information technology, and mathematics.\n Eliminating the administrative and financial barriers to cross-departmental collaboration.\n Evaluating the impact of medical college admissions testing on undergraduate biology education.\n Creating early opportunities for independent research.\n Designing meaningful laboratory experiences into the curriculum.\n\nThe committee presents a dozen brief case studies of exemplary programs at leading institutions and lists many resources for biology educators. This volume will be important to biology faculty, administrators, practitioners, professional societies, research and education funders, and the biotechnology industry.", url = "https://nap.nationalacademies.org/catalog/10497/bio2010-transforming-undergraduate-education-for-future-research-biologists", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "A 21st Century Cyber-Physical Systems Education", isbn = "978-0-309-45163-5", abstract = "Cyber-physical systems (CPS) are \"engineered systems that are built from, and depend upon, the seamless integration of computational algorithms and physical components.\" CPS can be small and closed, such as an artificial pancreas, or very large, complex, and interconnected, such as a regional energy grid. CPS engineering focuses on managing inter- dependencies and impact of physical aspects on cyber aspects, and vice versa. With the development of low-cost sensing, powerful embedded system hardware, and widely deployed communication networks, the reliance on CPS for system functionality has dramatically increased. These technical developments in combination with the creation of a workforce skilled in engineering CPS will allow the deployment of increasingly capable, adaptable, and trustworthy systems. \n\nEngineers responsible for developing CPS but lacking the appropriate education or training may not fully understand at an appropriate depth, on the one hand, the technical issues associated with the CPS software and hardware or, on the other hand, techniques for physical system modeling, energy and power, actuation, signal processing, and control. In addition, these engineers may be designing and implementing life-critical systems without appropriate formal training in CPS methods needed for verification and to assure safety, reliability, and security. \n\nA workforce with the appropriate education, training, and skills will be better positioned to create and manage the next generation of CPS solutions. A 21st Century Cyber-Physical Systems Education examines the intellectual content of the emerging field of CPS and its implications for engineering and computer science education. This report is intended to inform those who might support efforts to develop curricula and materials; faculty and university administrators; industries with needs for CPS workers; and current and potential students about intellectual foundations, workforce requirements, employment opportunities, and curricular needs.", url = "https://nap.nationalacademies.org/catalog/23686/a-21st-century-cyber-physical-systems-education", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Everybody Counts: A Report to the Nation on the Future of Mathematics Education", isbn = "978-0-309-03977-2", abstract = "Mathematics is the key to opportunity. No longer only the language of science, mathematics is now essential to business, finance, health, and defense. Yet because of the lack of mathematical literacy, many students are not prepared for tomorrow's jobs. Everybody Counts suggests solutions. Written for everyone concerned about our children's education, this book discusses why students in this country do not perform well in mathematics and outlines a comprehensive plan for revitalizing mathematics education in America, from kindergarten through college.\nsingle copy, $8.95; 2-9 copies, $7.50 each; 10 or more copies, $6.95 each (no other discounts apply)", url = "https://nap.nationalacademies.org/catalog/1199/everybody-counts-a-report-to-the-nation-on-the-future", year = 1989, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Actions for Renewing U.S. Mathematical Sciences Departments", url = "https://nap.nationalacademies.org/catalog/21257/actions-for-renewing-us-mathematical-sciences-departments", year = 1990, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Improving Student Learning in Mathematics and Science: The Role of National Standards in State Policy", isbn = "978-0-309-05888-9", url = "https://nap.nationalacademies.org/catalog/5844/improving-student-learning-in-mathematics-and-science-the-role-of", year = 1997, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "The Mathematical Sciences in 2025", isbn = "978-0-309-28457-8", abstract = "The mathematical sciences are part of nearly all aspects of everyday life\u2014the discipline has underpinned such beneficial modern capabilities as Internet search, medical imaging, computer animation, numerical weather predictions, and all types of digital communications. The Mathematical Sciences in 2025 examines the current state of the mathematical sciences and explores the changes needed for the discipline to be in a strong position and able to maximize its contribution to the nation in 2025. It finds the vitality of the discipline excellent and that it contributes in expanding ways to most areas of science and engineering, as well as to the nation as a whole, and recommends that training for future generations of mathematical scientists should be re-assessed in light of the increasingly cross-disciplinary nature of the mathematical sciences. In addition, because of the valuable interplay between ideas and people from all parts of the mathematical sciences, the report emphasizes that universities and the government need to continue to invest in the full spectrum of the mathematical sciences in order for the whole enterprise to continue to flourish long-term.", url = "https://nap.nationalacademies.org/catalog/15269/the-mathematical-sciences-in-2025", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Report of a Workshop on the Pedagogical Aspects of Computational Thinking", isbn = "978-0-309-21474-2", abstract = "In 2008, the Computer and Information Science and Engineering Directorate of the National Science Foundation asked the National Research Council (NRC) to conduct two workshops to explore the nature of computational thinking and its cognitive and educational implications. The first workshop focused on the scope and nature of computational thinking and on articulating what \"computational thinking for everyone\" might mean. A report of that workshop was released in January 2010.\nDrawing in part on the proceedings of that workshop, Report of a Workshop of Pedagogical Aspects of Computational Thinking, summarizes the second workshop, which was held February 4-5, 2010, in Washington, D.C., and focuses on pedagogical considerations for computational thinking. This workshop was structured to gather pedagogical inputs and insights from educators who have addressed computational thinking in their work with K-12 teachers and students. It illuminates different approaches to computational thinking and explores lessons learned and best practices. \n\nIndividuals with a broad range of perspectives contributed to this report. Since the workshop was not intended to result in a consensus regarding the scope and nature of computational thinking, Report of a Workshop of Pedagogical Aspects of Computational Thinking does not contain findings or recommendations.", url = "https://nap.nationalacademies.org/catalog/13170/report-of-a-workshop-on-the-pedagogical-aspects-of-computational-thinking", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Strengthening the Linkages Between the Sciences and the Mathematical Sciences", isbn = "978-0-309-06947-2", abstract = "Over three hundred years ago, Galileo is reported to have said, \"The laws of nature are written in the language of mathematics.\" Often mathematics and science go hand in hand, with one helping develop and improve the other. Discoveries in science, for example, open up new advances in statistics, computer science, operations research, and pure and applied mathematics which in turn enabled new practical technologies and advanced entirely new frontiers of science. Despite the interdependency that exists between these two disciplines, cooperation and collaboration between mathematical scientists and scientists have only occurred by chance.\nTo encourage new collaboration between the mathematical sciences and other fields and to sustain present collaboration, the National Research Council (NRC) formed a committee representing a broad cross-section of scientists from academia, federal government laboratories, and industry. The goal of the committee was to examine the mechanisms for strengthening interdisciplinary research between mathematical sciences and the sciences, with a strong focus on suggesting the most effective mechanisms of collaboration. Strengthening the Linkages Between the Sciences and the Mathematical Sciences provides the findings and recommendations of the committee as well as case studies of cross-discipline collaboration, the workshop agenda, and federal agencies that provide funding for such collaboration.", url = "https://nap.nationalacademies.org/catalog/9813/strengthening-the-linkages-between-the-sciences-and-the-mathematical-sciences", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Jere Confrey and Vicki Stohl", title = "On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations", isbn = "978-0-309-09242-5", abstract = "This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge:\n\n Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials;\n Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not;\n Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials.\n\n The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions\/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.", url = "https://nap.nationalacademies.org/catalog/11025/on-evaluating-curricular-effectiveness-judging-the-quality-of-k-12", year = 2004, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools: Report of the Content Panel for Mathematics", url = "https://nap.nationalacademies.org/catalog/10380/learning-and-understanding-improving-advanced-study-of-mathematics-and-science-in-us-high-schools", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "An Assessment of the National Science Foundation's Science and Technology Centers Program", isbn = "978-0-309-05324-2", abstract = "The National Science Foundation requested that the Committee on Science, Engineering, and Public Policy of the NAS, the NAE, and the IOM form a panel to evaluate the accomplishments of the NSF Science and Technology Centers program (not individual centers) against its goals in research, education, and knowledge transfer. This report is the result of the work of the panel charged with that effort, and provides recommendations for moving forward.", url = "https://nap.nationalacademies.org/catalog/5401/an-assessment-of-the-national-science-foundations-science-and-technology-centers-program", year = 1996, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Daniel Jackson and Martyn Thomas and Lynette I. Millett", title = "Software for Dependable Systems: Sufficient Evidence?", isbn = "978-0-309-10394-7", abstract = "The focus of Software for Dependable Systems is a set of fundamental principles that underlie software system dependability and that suggest a different approach to the development and assessment of dependable software.\n\nUnfortunately, it is difficult to assess the dependability of software. The field of software engineering suffers from a pervasive lack of evidence about the incidence and severity of software failures; about the dependability of existing software systems; about the efficacy of existing and proposed development methods; about the benefits of certification schemes; and so on. There are many anecdotal reports, which\u2014although often useful for indicating areas of concern or highlighting promising avenues of research\u2014do little to establish a sound and complete basis for making policy decisions regarding dependability. The committee regards claims of extraordinary dependability that are sometimes made on this basis for the most critical of systems as unsubstantiated, and perhaps irresponsible. This difficulty regarding the lack of evidence for system dependability leads to two conclusions: (1) that better evidence is needed, so that approaches aimed at improving the dependability of software can be objectively assessed, and (2) that, for now, the pursuit of dependability in software systems should focus on the construction and evaluation of evidence.\n\nThe committee also recognized the importance of adopting the practices that are already known and used by the best developers; this report gives a sample of such practices. Some of these (such as systematic configuration management and automated regression testing) are relatively easy to adopt; others (such as constructing hazard analyses and threat models, exploiting formal notations when appropriate, and applying static analysis to code) will require new training for many developers. However valuable, though, these practices are in themselves no silver bullet, and new techniques and methods will be required in order to build future software systems to the level of dependability that will be required.", url = "https://nap.nationalacademies.org/catalog/11923/software-for-dependable-systems-sufficient-evidence", year = 2007, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Data Science for Undergraduates: Opportunities and Options", isbn = "978-0-309-47559-4", abstract = "Data science is emerging as a field that is revolutionizing science and industries alike. Work across nearly all domains is becoming more data driven, affecting both the jobs that are available and the skills that are required. As more data and ways of analyzing them become available, more aspects of the economy, society, and daily life will become dependent on data. It is imperative that educators, administrators, and students begin today to consider how to best prepare for and keep pace with this data-driven era of tomorrow. Undergraduate teaching, in particular, offers a critical link in offering more data science exposure to students and expanding the supply of data science talent.\n\nData Science for Undergraduates: Opportunities and Options offers a vision for the emerging discipline of data science at the undergraduate level. This report outlines some considerations and approaches for academic institutions and others in the broader data science communities to help guide the ongoing transformation of this field.", url = "https://nap.nationalacademies.org/catalog/25104/data-science-for-undergraduates-opportunities-and-options", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" }