[3] **viXra:1703.0131 [pdf]**
*submitted on 2017-03-13 19:24:08*

**Authors:** Dongchan Lee

**Comments:** 13 Pages. Version 2

In this short paper, the author concisely demonstrate the math stagnations of the national average of Australia and her 8 jurisdictions over the past 12 years (for PISA math) and 20 years (for TIMSS math) and provide the evidence-based solution that can overcome the math stagnations completely within 1 administration using MMU 1 (to raise the worst half math average to the best half math average) or MMU 0.5 (with the half of the capacity of MMU 1). The highlights of the demonstrations are:
1)Australia – along with virtually all other English-speaking developed countries – have been in deep math EDU growth stagnations (and even declines) over the past 15 to 20+ years.
2)Almost uniform math stagnations and declines of all 8 jurisdictions in PISA math
3)Both for the TIMSS math grades 4 and 8, except ACT (the highest) and NT (the lowest), the rest 6 of the Australian jurisdictions have been roughly the same higher than the Intermediate (say Math Prosperity) and lower than the Intermediate (say Math Poverty) nationally, roughly close to the national average.
4)Roughly 0.7-0.8 Standard Deviation differences between the Non-Indigenous vs. the Indigenous math gaps in both of the TIMSS math grades 4 and 8 have barely changed over the 20 years history of TIMSS.
5)A set of solution proposal called MMU 0.5 or 1 (roughly boosting the jurisdiction or national math average by 0.6-0.7 Standard Deviation or 1.2-1.4 Standard Deviation respectively) compared to the traditional reforms in Australia, which have failed to bring the concrete math EDU rise for the past 15-20 years at least.
6)MMU1 can raise the national or provincial math average boosts equivalent of what takes more than 1 century.
7)The counterfactual boost by MMU1 (indicated in yellow arrows) compared to the past 15-20 years of the math EDU declines or saturations of the entire 8 jurisdictions and Australia as a nation.
Throughout the presentation, the author put the yellow arrows that indicate roughly the equivalence between the math growths from the math’s 25 percentile to 75 percentile, which is the typical MMU1 operation targets. This is to demonstrate that the currently ongoing math stagnations in most of the developed (OECD) countries – not just Australia - have been real and persistent according to the math parts of the PISA or TIMSS or at least the NAEP (the Nation’s Report Card) which is the longest-running national assessments of the USA that have participated in all major international math assessments such as TIMSS, PISA and others before them. As such, the yellow arrows are meant to imply the math growths with the hyper-rapid math reforms in just 2-4 years which is totally impossible otherwise by all means in the history of math education. For the average jurisdictions, the MMU-led reforms may take 2-3 years and for the entirety of Australia, this may take 3-4 years, depending on the levels of commitments and collaborations.

**Category:** Education and Didactics

[2] **viXra:1703.0130 [pdf]**
*submitted on 2017-03-13 19:26:03*

**Authors:** Dongchan Lee

**Comments:** 10 Pages. Version 2

In this short paper, the author concisely demonstrate the math stagnations of the national average of New Zealand over the past 12 years (for PISA math) and 20 years (for TIMSS math) and provide the evidence-based solution that can overcome the math stagnations completely within 1 administration using MMU 1 (to raise the worst half math average to the best half math average) or MMU 0.5 (with the half of the capacity of MMU 1). The highlights of the demonstrations are:
1)New Zealand – along with virtually all other English-speaking developed countries – have been in deep math EDU growth stagnations (and even declines) over the past 15 to 20+ years.
2)Almost uniform math stagnations and declines of all 8 jurisdictions in PISA math
3)A set of solution proposal called MMU 0.5 or 1 (roughly boosting the jurisdiction or national math average by 0.6-0.7 Standard Deviation or 1.2-1.4 Standard Deviation respectively) compared to the traditional reforms in New Zealand, which have failed to bring the concrete math EDU rise for the past 15-20 years at least.
4)MMU1 can raise the national or provincial math average boosts equivalent of what takes more than 1 century.
5)The counterfactual boost by MMU1 (indicated in yellow arrows) compared to the past 15-20 years of the math EDU declines or saturations of New Zealand.
Throughout the presentation, the author put the yellow arrows that indicate roughly the equivalence between the math growths from the math’s 25 percentile to 75 percentile, which is the typical MMU1 operation targets. This is to demonstrate that the currently ongoing math stagnations in most of the developed (OECD) countries – not just New Zealand - have been real and persistent according to the math parts of the PISA or TIMSS or at least the NAEP (the Nation’s Report Card) which is the longest-running national assessments of the USA that have participated in all major international math assessments such as TIMSS, PISA and others before them. As such, the yellow arrows are meant to imply the math growths with the hyper-rapid math reforms in just 2-4 years which is totally impossible otherwise by all means in the history of math education. For the average jurisdictions, the MMU-led reforms may take 2-3 years and for the entirety of New Zealand, this may take 3-4 years, depending on the levels of commitments and collaborations.

**Category:** Education and Didactics

[1] **viXra:1703.0129 [pdf]**
*submitted on 2017-03-13 19:32:04*

**Authors:** Dongchan Lee

**Comments:** 15 Pages.

In this paper, the author visually demonstrate the math stagnations of almost all English, German-speaking countries, most Latin American countries, and the top 5 math Eastern Asian countries (the most recent) over the past 12 years (for PISA math) and 20 years (for TIMSS math) and provide the evidence-based solution that can overcome the math stagnations completely within 1 administration using MMU 1 (to raise the worst half math average to the best half math average) or MMU 0.5 (with the half of the capacity of MMU 1). The highlights of the demonstrations are:
1)Virtually all other English-speaking developed countries – have been in deep math EDU growth stagnations or declining (and even declines) over the past 15 to 20+ years (according to PISA and TIMSS).
2)In almost all English and Spanish speaking countries, the reading gains are substantially more than the math gains according to PISA 2015.
3)A set of solution proposal called MMU 0.5 or 1 (roughly boosting the jurisdiction or national math average by 0.6-0.7 Standard Deviation or 1.2-1.4 Standard Deviation respectively) compared to the traditional reforms in Australia, which have failed to bring the concrete math EDU rise for the past 15-20 years at least.
4)MMU1 can raise the national math average boosts equivalent of what takes more than 1 century in most English-speaking developed countries.
5)The counterfactual boost by MMU1 (indicated in yellow arrows) compared to the past 15-20 years of the math EDU declines or saturations of the entire 8 jurisdictions and Australia as a nation.
Throughout the presentation, the author put the yellow arrows that indicate roughly the equivalence between the math growths from the math’s 25 percentile to 75 percentile, which is the typical MMU1 operation targets. This is to demonstrate that the currently ongoing math stagnations in most of the developed (OECD) countries – not just Australia - have been real and persistent according to the math parts of the PISA or TIMSS or at least the NAEP (the Nation’s Report Card) which is the longest-running national assessments of the USA that have participated in all major international math assessments such as TIMSS, PISA and others before them. As such, the yellow arrows are meant to imply the math growths with the hyper-rapid math reforms in just 2-4 years which is totally impossible otherwise by all means in the history of math education. For the average jurisdictions, the MMU-led reforms may take 2-3 years and for the entirety of Australia, this may take 3-4 years, depending on the levels of commitments and collaborations.

**Category:** Education and Didactics