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The future of mathematics is a topic that has been written about by many notable mathematicians. Typically, they are motivated by a desire to set a research agenda to direct efforts to specific problems, or a wish to clarify, update and extrapolate the way that subdisciplines relate to the general discipline of mathematics and its possibilities. Examples historical and recent include Felix Klein's Erlangen program, Hilbert's problems, and the Millennium Prize Problems. In the Mathematics Subject Classification section 01Axx History of mathematics and mathematicians, the subsection 01A67 is titled Future prospectives. ==Motivations and methodology for speculation== According to Henri Poincaré writing in 1908 (English translation), "The true method of forecasting the future of mathematics lies in the study of its history and its present state".〔Henri Poincaré (1908). ("The Future of Mathematics" ). Translation of the French original: ("L'avenir des mathématiques" ). in ''Revue générale des sciences pures et appliquées'' 19 (1908), pages 930–939. Also appeared in: ''Circolo Matematico di Palermo''; ''Bulletin des Sciences mathématiques''; ''Scientia''; and ''Atti del IV° Congresse internazionale dei Matematici''. Lecture held at the Eighth International Congress of Mathematicians, Rome, Italy, 1908.〕 The historical approach can consist of the study of earlier predictions, and comparing them to the present state of the art to see how the predictions have fared, e.g. monitoring the progress of Hilbert's problems.〔(The honors class: Hilbert's problems and their solvers ), Ben Yandell, A K Peters Ltd., 2002, ISBN 978-1-56881-216-8〕 A subject survey of mathematics itself however is now problematic: the sheer expansion of the subject gives rise to issues of mathematical knowledge management. Given the support of research by governments and other funding bodies, concerns about the future form part of the rationale of the distribution of funding.〔(Keynote – Mathematics Everywhere ), Marja Makarow, ERCIM NEWS 73 April 2008〕 Mathematical education must also consider changes that are happening in the mathematical requirements of the workplace; course design will be influenced both by current and by possible future areas of application of mathematics.〔(Foundations for the future in mathematics education ), Editors Richard A. Lesh, Eric Hamilton, James J. Kaput Routledge, 2007, ISBN 978-0-8058-6056-6〕 László Lovász, in ''Trends in Mathematics: How they could Change Education?''〔(Trends in Mathematics: How they could Change Education? )〕 describes how the mathematics community and mathematical research activity is growing and states that this will mean changes in the way things are done: larger organisations mean more resources are spent on overheads (coordination and communication); in mathematics this would equate to more time engaged in survey and expository writing. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Future of mathematics」の詳細全文を読む スポンサード リンク
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