To move the entire population from the worst half of math to the best half of math very quickly: MMU1 (mini mini USL1)

(hay tradiccion boton en columno derecho superior a otra idiomas)

 

Let’s start with the warm up exercise of the current 2016 autumn by Dongchan Lee (simply because the original version was too good to be true by any standard in the education establishments and Lee is using only about 4-8% of the original capacity for the MMU1 operations to achieve the acceptance first).

MMU1 (Mini Mini USL1): Scaled down version of the original USL (in Autumn 2016-early 2017) to end the math poverty. MMU1 to empower the worst half of the math students to rapidly rise to be equal or better than the traditional best half of the math students.

MMU1 operation result summary in September-October 2016: Lee basically demonstrated that he boosted the average math of the worst half to the average of the best half more or less in each 4-6 class sessions during each pilot study series.

mmu1 resumen resultados from September-october 2016 operations

mmu1 resumen resultados from September-october 2016 operations

 

Lee’s key motivations for MMU1 as a preliminary appetizer of USL1

In this short 5.15 minute video, Dongchan Lee summarizes the main motivations, evidences and targets of MMU1 in autumn of 2016 to 2017.

 

Key result summary of MMU1 in 2 schools in 2 towns

 

Evidences:

  • Video testimonial from a private school grades 3, 4, and 5 results of MMU1 operation at the end of September 2016 (with the Closed caption translation in English)

  • Video testimonial from a private school of the middle school grade 1 results of MMU1 operation in October 2016 (coming soon in late October 2016)

(En Ingles)
A testimonial by the Secretary, Loidaodilia Acabalzarate,  of a private school El Alba in Momostenango of Guatemalafor Dongchan Lee and MMU1 (Oct  2016)

Video testimonial: Lee made the school math average of the worst half math students of the entire grades 3, 4, and 5 (taken by Dongchan Lee) rose higher than the school math averages of the half math students (taught by the traditional teachers of math in the school) after 5 days of Lee’s pilot studies in collaboration with the private school called El Alba of Momostenango, Guatemala.

(In Spanish)
Un testimonio por el Secretario, Loida Odilia Acabalzarate, de una escuela privada, El Alba, en Momostenango de Guatemala Para Dongchan Lee y MMU1 (oct 2016)

Video testimonial: Lee hizo la media de matemáticas de la escuela de los peores estudiantes de la mitad de matemáticas de la totalidad de los grados 3, 4 y 5 (tomada por Dongchan Lee) se elevó más alto que los promedios de matemáticas de la escuela de los estudiantes de la mitad de matemáticas (impartidas por los maestros tradicionales de matemáticas en la escuela) después de 5 días de estudios piloto de Lee en colaboración con la escuela privada llamada el Alba de Momostenango, Guatemala.

 

Video testimonial of the director Pedro Esquinas from ITEC of UVG (Universidad del Valle de Guatemala) in Altiplano campus of Solola of Guatemala, which is normally considered to be the best school from the Solola state of Guatemala.

 

Video testimonial of the director Juan Carlos Villatoro Rosales from ITEC of UVG (Universidad del Valle de Guatemala) in Altiplano campus of Solola of Guatemala (October 24, 2016), which is normally considered to be the best school from the Solola state of Guatemala.

 

Dongchan Lee’s presentation of the MMU1 pilot study result summary at ITEC of UVG (Universidad del Valle de Guatemala) Altiplano campus de Solola, Guatemala (October 21, 2016)

Original USL pilot study short summary from October 2013-February 2014

These results were exceedingly difficult for the normal education establishments to accept as a real possibility because the results were simply impossible. Over a thousand student participations from Oxaca, Mexico and Solola state of Guatemala.

(for the English speakers)

 

(for the Spanish speakers)

 

Google Traductor

Traductor, tradução, 번역 (predeterminado en español)

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.