[8] **viXra:1702.0211 [pdf]**
*submitted on 2017-02-16 17:56:01*

**Authors:** Dongchan Lee

**Comments:** 4 Pages. draft 1

The whole game of MMU x.x that Lee proposes starts with Lee’s mantra: “To end the math poverty is to end the poverty itself.” Not only that, those who escape the math poverty spill over the math prosperity, which leads to the socio-economic prosperity quickly. The major difference is that Lee is trying to make the transitions happen in 2-4 years instead of 50-100 plus years if you go without MMU series. Before you start reading this document, I strongly suggest you to read the front page of www.uslgoglobal.com first, which may take about 5 minutes.

**Category:** Education and Didactics

[7] **viXra:1702.0142 [pdf]**
*submitted on 2017-02-12 12:43:00*

**Authors:** Wen-Po Liu, Tong Wei

**Comments:** published in the Asia-Pacific Education (ISSN: 2095-9214), 2015, No.29, Page 291 (DOI: 10.16550/j.cnki.2095-9214.2015.29.005)

In order to enliven the environment of the physics classroom and deepen the understanding of physics concepts, we propose a ``human'' teaching method that uses the students' bodies themselves as the sole medium to approximately recreate major physical processes. In concrete terms, participants play definite physical roles and assume definite physical functions. All participants form a group and perform the demonstration, thereby recreating major physical processes. We use ``surface tension'' as an example to illustrate this teaching method. This technique increases the interest factor in physics teaching, thus stimulating students' exploratory enthusiasm while cultivating cooperation and team spirit. Therefore, this method is conducive to improving students' collective creative abilities.

**Category:** Education and Didactics

[6] **viXra:1702.0106 [pdf]**
*submitted on 2017-02-08 12:23:49*

**Authors:** Dongchan Lee

**Comments:** 1 Page.

This is a 1 page, 10 point summary reports about the WP series on "Math Stagnation Nations".

**Category:** Education and Didactics

[5] **viXra:1702.0105 [pdf]**
*submitted on 2017-02-08 12:50:49*

**Authors:** Dongchan Lee

**Comments:** 15 Pages. draft 2

In this visual timeline-driven observational report and analysis based on the math grades 4 and 8 of the NAEP (the National Report Card) of the USA 1992-2015 (during 23 years), we demonstrate that the following 7 key points: 1) for the 50 USA states, the math stagnations are real, not something to wisp away as the stagnations kicked in around 2003-2007 to the majority of the USA states for the math grade 4; 3) the math stagnations seemed to kick in a bit of time lag for the math grade 8 some years after the math stagnations kicking in for the math grade 4; 4) we observed this for the entire 50 states against the national (public) average timelines; 5) the math stagnations even for the fastest math growing states out of the 50 states; 6) outside the 50 USA states, DC and DoDEA haven’t had full-blown math stagnations yet, but their growths have slowed down significantly around 2013-2015; 7) all their timeline math growths plotted against the expect MMU1 impacts if implemented in short 3-4 years for each state or 2-3 years for cities or DC, DoDEA. To distinguish the expected impacts of the MMU1 over the traditional USA math education reforms, the yellow arrow was estimated to be roughly equivalent to about NAEP math 40 points. For the math grade 4, we added the timelines of 75 percentile – 25 percentile table and chart in Appendix. For the math grade 8, it is about the same and we shared in other paper by the author. The readers need to observe that the size of the yellow arrows (MMU1 size) are roughly 50-90% larger than the difference between the math best states vs. the math worst states of the grades 4 and 8 by 2011-2015: for the math grade 4, almost twice as large, for the math grade 8, about 50% larger than the gamut between the math best vs. the worst state math averages of the entire 50 USA states.

**Category:** Education and Didactics

[4] **viXra:1702.0104 [pdf]**
*submitted on 2017-02-08 13:05:56*

**Authors:** Dongchan Lee

**Comments:** 17 Pages. draft 2

Here, we will demonstrate the following: 1) the math EDU stagnations in almost all OECD nations (especially in the Western countries) are here to stay and they will not go away according to the data from PISA, TIMSS internationally and NAEP for the USA; 2) as the Math growth is critical for the modern economic growths and yet the EDU establishments are highly inefficient and adhere to the traditional alternatives instead of embracing more unconventional approaches, we provide a wide variety of the reality-biting results; 3) throughout the paper in this series, we used the yellow arrows as the expected math growth estimations against the past historic math growth data from the international and national math tests to demonstrate to the readers as to what they are missing by simply looking at the other directions when the answer is here already; 4) our mantra: to end math poverty means to end poverty itself. As such, we focus primarily on the math poorest 25 percentile of students especially (as about 20-35 percentiles of the math poverty population, especially in the grades 3-5 seem to have very negative impacts on the population for the rest of their lives; 5) we propose the worst case plan 4th of MMU1, which in itself is revolutionary and will achieve what the average USA cities or states have achieved past 20 years in just 2 years.

**Category:** Education and Didactics

[3] **viXra:1702.0101 [pdf]**
*replaced on 2017-02-08 13:20:29*

**Authors:** Dongchan Lee

**Comments:** 32 Pages. drafr 1.2

In this paper whose charts were directly borrowed from the NAEP website on the National Report Cards, I noticed some very striking features about the national and state math stagnations in the USA, especially for 2005-2015 during which most of the citywide math stagnations seemed to have taken place. We examined the NAEP math data from 2003 to 2015 for the math grades 4 and 8 from 21 big cities (or districts). Although there are some variations with the time lags of perhaps 2-4 years (Los Angeles or Chicago) or even 6 years (for the case of District of Columbia), there were strikingly consistent, emerging patterns about the math stagnations. The overall math stagnations took their roots around 2005 for the math grade 4 and this was observed for the math grade 8 in about 4 years later and this was very consistent in almost all TUDA participating cities and districts. Thus the main outline for the stagnations were 2005-2009. The conclusion after examining the 21 cities is that 18 of them have confirmed the hypothesis of the math stagnations already by 2015. So the confirmation of the hypothesis of the math stagnations in all these cities is at least 86% and most likely 90-100% will be by 2017-2019 most likely. The math stagnations are here across the USA even in the city and district levels and very unlikely to go away. We discussed the implications of about 4 year time lags impacting the math stagnations to grade 8 with the implications of the Common Core math standards of the USA 2011-2015.

**Category:** Education and Didactics

[2] **viXra:1702.0097 [pdf]**
*replaced on 2017-02-08 13:29:59*

**Authors:** Dongchan Lee

**Comments:** 18 Pages. drafr 1.2

This paper is an extension of the previous paper by the author on the theme of the math stagnations in almost all developed (OECD) nations internationally, for all developed English-speaking and most of the Latin American countries. The author has covered this theme for the USA math stagnations in the international math assessments, national NAEP’s national math growth stagnations, most of the states’ math stagnations, and at least 90-95% of the large districts’ (or cities’) math stagnations over the past 5-10-15-20 years. In this paper, the author observes and demonstrates the following: 1) the longer the states had stayed with the Common Core math standards, the math grade 4 average and 25 percentile had declined more than the USA states that had never participated in the Common Core math or those that had opted out by the end of 2014 or so before the NAEP 2015 math dipping happened for both the grade 4 and 8; 2) The similar pattern was also observed for the grade 4, however, with much less effect; 3) Although the negative impacts of the Common Core math on the NAEP 2015 was not negligible for the grade, the dips for the grade 8 was more likely caused by the Common Core more so than for the grade 4th math. Regardless, the math stagnations are persistent with or without the Common Core math’s overall negative effects for math for both grades will be as such. There were math dips in the grade 8 math for the states that had been out of the Common Core math, which means that the math stagnations in the USA may enter a worse phase in 2017 on even if the negative effect of the Common Core math is overcome.

**Category:** Education and Didactics

[1] **viXra:1702.0055 [pdf]**
*submitted on 2017-02-03 18:00:43*

**Authors:** Dongchan Lee

**Comments:** 16 Pages. Version 1 to be updated

In this short, visual data rich paper, we will demonstrate the following: 1) the math EDU stagnations in almost all OECD nations (especially in the Western countries) are here to stay and they will not go away according to the data from PISA, TIMSS internationally and NAEP for the USA; 2) as the Math growth is critical for the modern economic growths and yet the EDU establishments are highly inefficient and adhere to the traditional alternatives instead of embracing more unconventional approaches, we provide a wide variety of the reality-biting results; 3) throughout the paper in this series, we used the yellow arrows as the expected math growth estimations against the past historic math growth data from the international and national math tests to demonstrate to the readers as to what they are missing by simply looking at the other directions when the answer is here already; 4) our mantra: to end math poverty means to end poverty itself. As such, we focus primarily on the math poorest 25 percentile of students especially (as about 20-35 percentiles of the math poverty population, especially in the grades 3-5 seem to have very negative impacts on the population for the rest of their lives; 5) we propose the worst case plan 4th of MMU1, which in itself is revolutionary and will achieve what the average USA cities or states have achieved past 20 years in just 2 years.

**Category:** Education and Didactics