Abstract Though the central role of Gosta Mittag-Leffler in the promotion of specialized, research-oriented mathematics at Stockholms Hogskola is widely acknowledged, the specific social and technical means by which he sought to cultivate a fledgling research community there during the early- to mid-1880s have received little attention. In particular, a detailed study of the relationship of his own research activity to that of his first Swedish students is absent from the existing literature. Through the juxtaposition of their research activities and unpublished correspondence, this paper explores Mittag-Leffler's active and deliberate efforts to engage his students Ivar Bendixson and Edvard Phragmen in open problems within his own research agenda, support them through his institutional connections, and instill within them norms concerning research ideologies, practices of communication and criticism, and frameworks for shared knowledge. It also illuminates the extent to which his teachings took root in at least one student to emerge from his program, who would perpetuate the mathematical practices set in place by his teacher and set forth on the international stage to promote his newly-acquired system of values.

中文翻译：

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培养研究的必要性：在斯德哥尔摩 Högskola 指导数学，1882-1887

摘要 虽然 Gosta Mittag-Leffler 在斯德哥尔摩 Hogskola 促进专业化、研究型数学方面的核心作用得到广泛承认，但他在早期到中期寻求在那里培养一个初出茅庐的研究社区的具体社会和技术手段。 -1880 年代很少受到关注。特别是，现有文献中没有详细研究他自己的研究活动与他的第一批瑞典学生的研究活动之间的关系。通过将他们的研究活动和未发表的信件并置，本文探讨了 Mittag-Leffler 积极和深思熟虑的努力，让他的学生 Ivar Bendixson 和 Edvard Phragmen 参与他自己研究议程中的开放问题，通过他的机构联系支持他们，并向他们灌输有关研究意识形态、交流和批评实践以及共享知识框架的规范。它还阐明了他的教义在多大程度上植根于至少一名学生从他的计划中脱颖而出，他们将延续他的老师设定的数学实践并在国际舞台上提出以促进他新获得的价值观体系.