WP Series repository of “Math Stagnation Nations” series

This is the official repository of the WP paper series called “Math Stagnation Nations”.

(1 page) highlight summary of 10 points of the “Math Stagnation Nations” is here. You can click to download.(1 page) Executive Summary about Math Stagnation Nation Series to school districts and DOEs

 

WP (Working Paper) series of “Math Stagnation Nations” series by Lee                                 

  • Lee, Dongchan. 2017 February. WP series of “Mathematics Stagnation Nations” for the USA, Australia, New Zealand, UK, and Ireland and most Latin American countries (Part 1). “Math stagnation nations of all 5 developed, English-speaking countries according to PISA and TIMSS for the past 15-20 years of the math growth history: what this means for education and economy”
  • Lee, Dongchan. 2017 February. WP series of “Mathematics Stagnation Nations” for the USA (Part 2). “NAEP (National Report Cards) Math Grade 4 & 8 stagnations 1992-2015 of the 50 states of the United States: national, regional, and the past growth compared to the projected MMU1 impacts on math growths if fully implemented in 3-4 years”
  • Lee, Dongchan. 2017 February. WP series of “Mathematics Stagnation Nations” for the USA (Part 3). The collective Math stagnations of the grades 4th and 8th in the big cities (or the School Districts based on TUDA of NAEP) of the USA over the 1 decade: their confirmations, time lags, math poverty shares, and the roles of the Common Core math (http://rxiv.org/abs/1702.0101)
  • Lee, Dongchan. 2017 February. WP series of “Mathematics Stagnation Nations” for the USA (Part 4). Math Education Stagnations in the USA played more roles than the Common Core Math Standards impacts for the stagnations on the NAEP math 2015, but the Math dipping were most likely due to CCSS Math (http://rxiv.org/abs/1702.0097)
  • Lee, Dongchan. 2017 February. WP series of “Mathematics Stagnation Nations” for the USA (Part 5). The quasi-universal math stagnations in almost all developed countries are real and won’t go away. How to transcend them with MMU1 or at least 1/3 of its full version in just 2-4 years (http://rxiv.org/abs/1702.0104)

Some preparation materials for the WP (Working Paper) series of “Math Stagnation Nations” series by Dongchan Lee

  • Lee, Dongchan. 2017 February. “What Pisa & Timss 2015 Show: the global Math Edu Crisis and Its Economic Impacts” http://rxiv.org/abs/1701.0485
  • Lee, Dongchan. 2017 February. Math Stagnations in the Mega Cities and School Districts of the Usa According to Tuda of Naep http://rxiv.org/abs/1701.0693
  • Lee, Dongchan. 2017 February. Math Stagnations in Most of the USA States According to the NAEP Math 2000-2015 http://rxiv.org/abs/1701.0692
  • Lee, Dongchan. 2017 February. 8 point executive summary: math stagnations and the Economic impacts of MMU1: To end the math poverty multiple times faster with MMU1 than without it (then to achieve the POST-2015 goals of the UN multiple time faster than without MMU1) (http://rxiv.org/abs/1702.0056)
  • Lee, Dongchan. 2017 January. “What PISA 2015 and TIMSS 2015 show: global math EDU crisis and its economic impacts” (http://rxiv.org/abs/1701.0485)

Some Youtube versions by Dongchan Lee

 

Lee’s online repository to get the updates about the WP series on “Math Stagnation Nations” via the USL Go Global website for the current WP papers, videos and upcoming ones: http://uslgoglobal.com/wp-math-stagnation/

 

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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.