MMU1 (Mini Mini USL1) to end the math poverty in your districts, cities, or states in a few years, not generations

(We have translation for this introduction page in Spanish, French, German, Portuguese, and Korean. We apologize for the poor translations into your languages.)

(We have the 2 translation buttons on the top, right column area throughout this website.)

The basic motivation: to end or radically reduce the math poverty around the globe 10-20+ time faster than normally possible. The main focus is on the developing and under-developed countries, but we are willing to work with the developed countries if the governments are willing. & to end the math poverty means the financial poverty itself.

Basic rule of thumb of the math poverty around the globe that may shock you in terms of the math poverty shares of the student population

  • Developed English-speaking countries ~ 15-35%.
  • Most of the OECD countries math poverty shares of the population ~ 20-30%
  • most of the Latin American countries ~ 50-90% of all student population
  • India ~ 85-95% of the population
  • Sub-Saharan Africa ~ 80-95+ %

The series of USL (which made the average students learn 30-40 days of normal class math in 1 class of 30-40 minutes) originally, then MMU1 (Mini Mini USL1 which boost the math worst half to the math best half very quickly) were created by Lee and were designed to empower the mind (especially math) of the people so that we can overcome the global crises much faster and easier than traditionally even imagined to be possible.

Our main summary:

  1. Our motto: to end the math poverty is to end the poverty itself, not in 50-200+ years, but to take care of math poverty in 5-10 years and the poverty itself in 10-20 years, nothing more, if the governments (cities, states, or nations) can collaborate with us and support the causes.
  2. What MMU1 if supported can do: to raise the math poverty (about 25 percentile of the student population) to the math prosperity (about 75 percentile of population), starting at the district, city levels and then to the states and then perhaps nations in 2-4 years, not 50-100-200 years.
  3. Normally how long does it take to raise the national or state math average the way MMU1 can? 50-200 years (if we use the global math assessment data for the past 15-20+ years from the PISA, TIMSS, and for the NAEP (or the Nation’s Report Card) from the USA).
  4. What will be the economic impacts? If fully utilized the average annual real income per capita rise will be at least 4-10 times, depending on the level of the economic developments of the nations.


NOTE: For each of the assertions or claims below, please click to see the source pages that may enhance your understandings.

A rough rule of thumb essence of MMU1 to the developed OECD countries, USA and the Latin American countries is summarized here in this chart based on the USA average vs. that of Puerto Rico.

Follow the yellow arrows that symbolize the growth size due to MMU.

MMU1's essence captured in the yellow Arrows

To view clearer, please click on the image.

Please read the written words in the 5 rectangular blocks. So imagine that in your cities, districts, and states,

  • the math proficiency (be it for NAEP, TIMSS, or PISA) of the non-Asian or Latin American western OECD  nations is not going to be 10-30% any more but 60% (which is the best math USA state or big cities at least for the grade 4) ~ 80% (far beyond the current top 5-6 Eastern Asian math nations).
  • the math proficiency (be it for TIMSS, or PISA) of the Latin American above the average countries – 1) Latin American top tier (Chile, Uruguay, Mexico, Costa Rica, and Trinidad & Tobago)  or 2) Latin American mid tier (Brazil, Argentina, Colombia, Ecuador) – exceed the current USA average (for the LAC top tier) or will rise close to or higher than the USA average after MMU1 shakeup.

For the 80% level is higher than the best math nation (e.g. currently the 4 Asian Tiger countries’ estimated average). So to acknowledge its profound potential and grow together or to ignore to stagnate for decades are your choices, be it rational or fear-bound.


Click here to see what Lee, the creator of MMU1 and USL, has done for these so far

The link above about Lee gives the other composite links to guide you through. Lee has run pilot studies of the original USL (during which he made the average students of the grades 2-11 to learn 30-40 days worthy of math in 1 class of 30-40 minutes, but this was too much for normal people in EDU establishments and backfired). So he backpedalled then and ran the initial MMU1 pilots (to boost the math 25 percentile rapidly to 75 percentile), published a series of papers on the math stagnations as real (which Lee believes that all the Ministries and Departments should wake up and pay attention, but in reality they seem to be ignoring this systematically), released ongoing economic justifications about absolutely urgent necessity of MMU1 for most governments, and finally he is trying to run MMU1 pilots in the developed countries, be it districts, cities, states, or countries.


To propose MMU1 pilot study proposals to the districts, cities, governments, philanthropists, NGOs, investors, media people, and other like-minded people (summarized in this 1 page highglight, although written for the USA, basically almost the same rule applies to the entire developed countries that speak English, German, Spanish or French) who are rational, efficient to go directly to the ultimate causes of troubles instead of whining and complaining, praying with the never ending wishful thinking that haven’t bear fruits and will not bear fruits.


Introduction about MMU1 (Mini Mini USL1) is an appetizer version of USL1, which is still just a first step of the full USL.




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current focus on MMU x.x series

MMU1: just to uplift the math poorest half average to the math top half average, which normally would take at least 50-100 years in the average OECD nations with almost no exceptions at least according to the PISA and TIMSS math rsults 1995-2015 (and you should know that this is a revolution, not some sort of useless reforms that have been going on in the entire developed OECD nations). To reduce the hyper-skepticism, my initial target may be reducing the math poverty by 20-30% and raising the proficiency in similar manner, which still would normally take at least 30-50+ years in at least 90% of the developed countries, their states or big cities. Current focus is on the MMU1 series as the warm-up exercises as forms of pilot studies to demonstrate the math EDU revolution is not only possible in spite of the hyper-bureaucracy of the EDU establishments that simply would not any of the most breakthrough innovations in EDU and will instead keep on playing with the furitless, fancy toys of the math EDU apps and technology.

The Fundamental Premises Of USL1 And USL

USL will use the colossal cognitive capital potentials of STEM education (especially Math at the moment), because USL can make the learning 10-50 times faster and more effective than the Business As Usual typically, to trigger the equally colossal gains in the socio-economy in exchange of their willingness of the participating governments - under a new UN-led treaty hopefully - to collectively contribute the reasonable ratios of the expected surplus gains in their economies to resolve the top global crises. Each of the governments will mostly focus on resolving their crises of course, but they have to contribute to the world communities to prosper with the sustainable growths together not at the exclusion of half of the world that is poverty-stricken. USL 1 will be the fastest, easiest, and cheapest way to collectively contribute the effectively gained, USL1.0-induced surplus economy (in a sustainable manner) to resolve the most serious global crises (for all governments and the UN) based on the 5UE principles: to transition towards the resource-based, renewable energy-based, sustainable global environment and the circular economy, to help end the poverty much faster than without, while making the average people learn math and science faster and easier than prodigies. As the original USL is too fast and too disruptive (as it can literally make average people learn math and science 1,000%-50,000% times faster) to transform and people are too skeptical, we are currently focusing on only 2-5% and up to 10% at most of its capacity called USL 0.25-0.5-1.0 for the state and national governments as well as the UN.

USL1 Global Movements With Governments: 3 Steps & 3-Tier Economic Gains

STEP 1) Math Education Reform USL 0.25 at the city and USL 0.5 at the state government levels (advancing their regional average math skill levels by half a year, which normally takes 10-30 years to most of the OECD countries, in just 2-3 years). STEP 2) Math Education Reform USL 0.5 at the state government levels (advancing their regional average math skill levels by 1 year or more, which normally takes 2-5 decades to most of the OECD countries, in just 2-4 years). STEP 3) Math Education Reform USL 1 at the national government & the UN treaty levels (advancing their regional average math skill levels by 2 years or more, which (almost) never happened to virtuallly all of the OECD member countries, in just 2-5 years). For each of the following step, we will try to create local, regional, or national Social Enterprise for each government - if they are willing as the gains are tremendous potentially - to share the profits together. So the governments will have the 3-layered benefits: ... 1) USL 0.x will enrich not only the math education that helps each USL x participating regions, 2) but also to prosper together as Social Enterprise board members of the corresponding regions. 3) once the UN gets involved, then the certain portions of the massive surpluses to their local or regional economies will be properly redistributed for the global social, energy, environmental, equality and poverty causes.
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