What has Lee, the creator of MMU1 and USL, done for these so far?

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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 of30-40 minutes), then MMU1 (math 25 percentile rapidly to 75 percentile), published a series of papers on the math stagnations as real, releasing economic justifications about absolutely urgent necessity of MMU1 for most governments, be it districts, cities, states, or countries.

 

For each of the following list, you can click to see more detailed information and sources with the data or concrete evidences.

  1. He ran the original USL pilot studies from Mexico and Guatemala for 8 schools (both public and private) and 3 towns, 8 schools for more than 1,200 students. He made most of them learn what normally take 30-40 days in just 1 class of 30-40 minutes with roughly the same math test results. This was tested for the grades 2-11. (Later Lee abandoned the project after he realized that the EDU establishments and business will never ever support this as it is too disruptive and an absolute revolution of mind, which nobody actually wants.).
  2. Next was USL 0.5-1 to empower the most countries to overcome the math poverty in 2-4 years. And even this had a lot of resistances in Guatemala and most of the math poor governments didn’t seem to accept the possibility although this was about 4-8% of the original USL capacity.
  3. MMU1 (Mini Mini USL1): this is what Lee is currently pushing mostly to collaborate with various cities and school districts from more developed countries outside Guatemala (after realizing that the government here would not support any at least for several years or probably a decade). The evidences from data from 2 private schools (both one of the top primary or secondary schools and the Secondary school is considred the best in the entire state of Solola and its all computing facilities were provided by the USAID) in Guatemala is given here.
  4. Media coverage (State and National TVs from Guatemala): due to the visionless cowardice of other national commercial media in Guatemala, Lee had only the 3 times of the VEA canal (a national, non-commercial TV channel of Guatemala) with the absolute zero coverage of the national newspapers and commercial TVs although some editor-in-chief promised to cover but betrayed their promises. So to make the MMU1 more global, Lee is focusing on more developed countries (instead of getting bogged down in a hopeless land of cowards) from February 2017 on. No more Guatemala, finished totally and absolutely.
  5. Working Paper series about called “Math Stagnation Nations” about almost entire OECD (developed) countries, including the USA, the entire 50 USA states, and about 20 big USA cities (or districts) as well as most of the Latin American countries and the top 5-6 math EDU nations from the North Eastern Asia.
  6. You need to utilize the MMU1 proposals as the first step to overcome the math poverty for the cities, districts, states, and even countries that may support the cause because without this, Lee simply doesn’t see the future math growths because the national and international math test data of the past 10-20+ years clearly show that for most developed countries, the math stagnations will continue as the statistical patterns seem all pointing to that direction with the devastating economic stagnations eventually (Click to get the Executive Summary on this).
  7. 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) 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.

What’s next?

  1. Release more comprehensive book about this; so Lee needs a publisher for this.
  2. Talk show appearances in the USA and many developed countries in 2017 (and need your help to connect to any city, state, and national Talk Show hosts for TVs and Radios and online).
  3. To run various pilot studies each of which run on at least 4,000 students (2k for the math poorest half and the other 2k for the math richer half) in the various cities of the USA, UK, Australia, New Zealand, and Canada and all else. So wherever you are, please support Lee’s cause to empower the world.

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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.