DeColonized RobinHood Math brings back to Kids their own bundle numbers with units where 1+1=1, and 1+2=4, as shown by two V-signs.

Two V-signs show that 1 1s + 1 1s = 1 2s, and that 1 2s + 2 1s = 1 4s.

Math with Units & the Child’s own Numbers with Bundle-units to Count & Add in Time & Space.

Numeracy as Math with units where addition folds while multiplication holds.

A paradigm-shift from MatheMatism without units to ManyMath with units.

Existence before Essence means Counting before Adding.

Introduction
Looking at four fingers bundled in twos, an educated person sees four fingers, the essence. But, as uneducated before school, children see what exists, bundles of twos in space, and two of them when counted in time. We thus observe the existence of two kinds of mathematics: ‘half-matics’ that teach only the counting-numbers, 1, 2, 3, etc.; and ‘full-matics’ that connects counting-numbers in time with bundle-numbers in space 1s, 2s, 3s, etc. to teach the child’s own numbers with bundle-units as 2 3s visible and tangible on a ten-by-ten BundleBundleBoard. We may now ask how mathematics may be taught to children if using their own two-dimensional numbers with bundle-units instead of the school’s one-dimensional line-numbers without units. In other words, we may ask how children may learn mathematics by meeting existence before essence to use the two core concepts of Existentialism holding that existence must precede essence.
Counting outside Totals in Bundles then must precede adding them inside. In this ‘Bundle-math’ approach, mathematical concepts are re-rooted in outside existing examples instead of being defined as examples itself inside. Now tens, hundreds and thousands become bundles, bundle-bundles, and bundle-bundle-bundles, as does 2, 4 and 8 when counting in twos instead.
Bundle-counting, one-dimensional lines on a ruler are replaced by two-dimensional rectangles on a BBBoard, containing the outside existing subjects that is linked to inside essence predicates in a number-language sentence as in a word-language sentence. Here units are always included in counting sequences as 0Bundle1, 0B2, …, 1B0. Here digits become icons with as many sticks as they represent. Here also operations become icons created in the counting process. An outside Total may be split by pulling away a Bundle, using a rope as an icon for subtraction. Pulled back, the total is restored in a Reunite-formula, T = (T – B) + B, using a double-rope as an icon for pulling back. Or, the outside Total may be counted in Bundles by pushing away Bundles, using a broom as an icon for division. Pushed back, the total is restored in a Recount-formula, T = (T/B) x B, using a lift as an icon for pushing back. The Recount formula is used all over STEM to change units.
Recounting from tens to icons, the equation, u2 = 8, together with another basic equation, u+2 = 8, are solved by recounting and reuniting, both moving numbers to ‘opposite side with opposite sign’: u2 = 8 = (8/2)x2, so u = 8/2, and, u + 2 = 8 = (8 – 2) + 2, so u = 8 – 2.
Recounting from icons to tens leads to early algebra when including the Bundle-unit. Then 6*7 becomes (B-4) * (B-3) placed on a BBBoard and found by pulling-away the top 4B and side 3B, and adding the 43 pulled away twice. Or by writing 67 = 6* ½B2 = 3B12 = 4B2. And, bundle-bundles squares allow rectangular stacks to be recounted in squares with the square root as the side.
Recounting in physical units creates per-numbers as 4$/5kg bridging the units by recounting: 20kg = (20/5)5kg = (20/5)4$ = 16$. With like units, per-numbers become fractions: 4$/5$ = 4/5.
Recounting the sides in a stack halved by its diagonal leads to trigonometry before geometry.
Recounting now is followed by reuniting (called ‘Algebra’ in Arabic). Stacks may add on-top after recounting has made the units like, or next-to as areas, i.e., as integral calculus (or differential calculus if reversed), also used to add per-numbers and fractions that must be multiplied to unit-numbers to add. Squares add as the square formed by their mutual Bottom-Top line.
Units create an ‘Algebra Square’ to reunite our four number-types. Add and multiply unite unlike and like unit-numbers, where integrate and power unite unlike and like per-numbers. That are split by subtraction, division, differentiation, and the factor-finding root or the factor-counting logarithm.
Counting before adding thus gave us a number-language to tell inside number-tales about outside totals using the same three genres, fact and fiction and fake, as the word-language uses.
Can mathematics be decolonized? Well of course, since mathematics is a socially constructed essence that will always be a colonization of the natural existence it came from and reduces.
Allan.Tarp@gmail.com, Aarhus, Denmark, August 2025

Contents

Contents
A Reaction to a BBM BundleBundle Math Curriculum 5
Introduction i
A Future? From STEM to STeN to make all Youth Numerate by 2030 ii
From STEM to STeN, why? ii
Two different Definitions of ‘Numerate’ exist ii
Economics gives a Fundamental Understanding of Numbers and Calculations ii
Numeracy as Math Counting Totals in Units before Adding them with Units iii
References iv
Micro Curricula in BBM BundleBundleMath, Counting before Adding 1
MC01. Digits as icons in space, IIIII = 5 1
MC02. Tally-counting in time, = IIII I 1
MC03. Bundle-counting in time with units: 0B1, …, 0B5 or 1B0, 3 3s = 1BB 2
MC04. Bundles counted in space with over- and underloads, 5 = 1B3 = 2B1 = 3B-1 2s 3
MC05. Splitting, 8 = (8-2)+2 3
MC06. Recounting, 8 = (8/2)x2 4
MC07. Including the unbundled, 8 = (8/3)3 = 2B2 = 2 2/3 = 3B-1 3s 5 MC08. Recounting in squares, 6 4s = 1 BB ?s 5 MC09. Recounting in another icon, 3 4s = ?5 6 MC10. Recounting from tens to icons, 2 tens = ? 7s 6 MC11. Recounting from icons to tens, 6 7s = ? tens 6 MC12. Recounting in another physical unit creates per-numbers, 3$/5kg 7 MC13. With the same unit, per-numbers become fractions, 3$/5$ = 3/5 8 MC14. Recounting a stack’s sides gives trigonometry, rise = (rise/run)run = tanA*run 8
MC15. Adding next-to or on-top, T = 2 3s + 4 5s = ? 8s; T = ? 3s; T = ? 5s 9
MC16. Subtracting and adding single digit numbers, 8+6 = 1B2 + 1B0 = 2B2 6s 10
MC17. Adding per-numbers and fractions by integral calculus 10
MC18. Adding and subtracting Bundle-Bundle squares 11
MC19. Adding unspecified letter-numbers 12
MC20. Change in time 12
MC21. Bundle-numbers in a coordinate system 13
MC22. Games Theory and damage control 14
MC23. Simple board games 15
The Algebra Square 15
Fact and fiction and fake, the three genres of number-models 16
Modeling and de-modeling 16
Three footnotes 19
Teacher education 19
How different is the difference? 20
Overview of the differences between Essence- math and Existence-math 21
Reactions to a BBM BundleBundle Math Curriculum 22
Grand Theory looks at Mathematics Education 22
Conclusion. In Numeracy education, a Luhmann understanding is essential 25
References 26
BundleBundleMath Wonders 01-24 28
BundleBundleMath Wonder 01. Adding last numbers. 28
BundleBundleMath Wonder 02. Numbers as Pictures, Viking Numbers. 28
BundleBundleMath Wonder 03. Addition 29
BundleBundleMath Wonder 04. Subtraction. 30
BundleBundleMath Wonder 05. Multiplication. 30
BundleBundleMath Wonder 06. Long multiplication. 30
BundleBundleMath Wonder 07. Short division. 31
BundleBundleMath Wonder 08. Long division. 31
BundleBundleMath Wonder 09. Equations Solved: to Opposite Side with Opposite Sign 32
BundleBundleMath Wonder 10. Square Roots. 33
BundleBundleMath Wonder 11. Add and Subtract Squares. 33
BundleBundleMath Wonder 12. Finding the Square Root of a number. 34
BundleBundleMath Wonder 13. Squaring Rectangles. 35
BundleBundleMath Wonder 14. Squaring Triangles. 35
BundleBundleMath Wonder 15. Squaring Circles. 36
BundleBundleMath Wonder 16. Squares in STEM and STeN 37
BundleBundleMath Wonder 17. Pouring Water with Quadratic equations. 37
BundleBundleMath Wonder 18. Multiplication tables on a BundleBundleBoard 39
BundleBundleMath Wonder 19. Adding on-top with proportional ReCounting. 40
BundleBundleMath Wonder 20. Adding next-to with Integral Calculus. 40
BundleBundleMath Wonder 21. ReCounting Goods gives PerNumbers and Fractions 41
BundleBundleMath Wonder 22. The ReCount Formula and per-numbers are the core of STEM and STeN (economics & Numeracy included) 42
BundleBundleMath Wonder 23. Per-numbers add as Areas (Integral Calculus) 42
BundleBundleMath Wonder 24. The Algebra Square ReUnites Unlike & Like, Unit- & Per-numbers 43

Presentation Category at EARCOME9: Special Sharing Groups (SSG). Title of Paper: CAN A DECOLONIZED MATHEMATICS SECURE NUMERACY FOR ALL?
Announcement: This proposal tackles an urgently needed conversation in mathematics education by challenging deeply ingrained assumptions about number systems and arithmetic instruction and proposing a truly decolonized approach that foregrounds learners’ intuitive “bundle‑number” language. Its strength lies in weaving together a compelling theoretical critique—drawing on Habermas’s colonization concept and rich philosophical underpinnings—with concrete instructional innovations like the Algebra Square that reframe operations as intuitive spatial and bundling processes. By aligning this reconceptualization directly with SDG 4’s numeracy targets and illustrating how multiplication‑centered reasoning better reflects real‑world number use, the paper promises to make a bold and impactful contribution to both research and practice. We look forward to seeing how this work can reshape numeracy instruction and foster truly inclusive mathematical literacy for all.

Articles
• Tarp, A. (2001). Fact, Fiction, Fiddle – Three Types of Models, in J. F. Matos & W. Blum & K. Houston & S. P. Carreira (Eds.), Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology. Proceedings of the 9th International Conference on the Teaching of Mathematical Modelling and Applications (62-71), Horwood Publishing.
• Tarp, A. (2018). Mastering Many by counting, re-counting and double-counting before adding on-top and next-to. Journal of Mathematics Education, 11(1), 103-117.
• Tarp, A. (2018). Good, bad & evil mathematics – tales of totals, numbers & fractions. In Hsieh, F. J. (Ed.), (2018). Proceedings of the ICMI-East Asia Regional Conference on Mathematics Education, Vol2, Taipei, Taiwan: EARCOME8, 163-173.
• Tarp, A. (2020). De-modeling numbers, operations and equations: From inside-inside to outside-inside understanding. Ho Chi Minh City University of Education Journal of Science 17(3), 453-466.
• Tarp, A. (2021). Teaching Mathematics as Communication, Trigonometry Comes Before Geometry, and Probably Makes Every Other Boy an Excited Engineer. Complexity, Informatics and Cybernetics: IMCIC 2021.
• Tarp, A. (2025). Math is fun with bundle-numbers on a bundle-bundle-board. In Kwon, O., Kaur, B., Pang, J., Noh, J., Lee, S., Han, S., Yeo, S., & Lim, M. (Eds.). (2025). Proceedings of the 9th ICMI-East Asia Regional Conference on Mathematics Education (Vol. 1). Seoul National University, Siheung Campus, Korea: EARCOME9, 363-392.

Bundt-Bundt tal på et BBBræt, barnets egen matematik

Matematik: MatemaTisme, eller MangeMatik med barnets 2D BundtBundtTal på etBBBræt?

Matematik blir så let hvis Mange mestres først med MangeMatik. MATERIALE, se senere.

MangeMatik respekterer, at MANGE beskrives med barnets egne BundtBundt-tal med enheder – i stedet for at få påtvunget falsk WOKE-identitet som linjetal uden enheder, der blir matematisme ved at påstå, at 2+1 er 3 altid, til trods for at 2dage+1uge er 9dage.

MangeMatik ses ved at spørge en 3-årig “Hvor mange år næste gang?” Svaret er 4, med 4 fingre vist. Men holdt sammen 2 og 2, indvender barnet “Det er ikke 4, det er 2 2ere.” Barnet ser således, hvad der findes i rum og tid, bundter af 2ere i rummet, og 2 af dem i tid, når de tælles. Så det, der eksisterer, er totaler, der kan optælles til (gen)forening (algebra på arabisk) i rum og tid, som fx 2B1 2ere.

MangeMatik bygger på filosofien eksistentialisme, der anbefaler, at eksistens går forud for essens, der ellers vil kolonisere eksistensen. Det eksternt eksisterende går altså forud for interne ’essens-regimer’ som bør dekonstrueres & demodeleres så eksistensen afkoloniseres

BundtTal med enheder: 8, 0B8, 1B-2, eller 1B0 8ere. Og 87, 8B7, 9B-3.

MATERIALE:

MangeMatik med BundtBundt-tal, folder og ark

Matematik er bare så let, YouTube video.

Børn forbliver tal-kyndige med deres egne BundtBundttal med enheder, arbejdshæfte på engelsk og dansk

Flexible Bundle Numbers Develop the Childs Innate Mastery of Many, workshop på engelsk.

MrAlTarp YouTube videoer, fx ‘Fysik er svært, eller er det? og Linjeopdelt eller blokopdelt skole

Frisæt skolen og matematikken, stand på Lærfest 2024

Many before Math, Math decolonized by the child’s own BundleBundle-Numbers with units, en YouTube video.

INDHOLD
Sammendrag
Oversigt
Fra Mange til bundt-tal med enheder, for lærere
Mikro-læseplaner for lærende
ML01. Cifre som ikoner i rummet, IIIII = 5
ML02. Styk-tælling i tid, = IIII I
ML03. Bundt-tælling i tid med enheder: 0B1, …, 0B5 eller 1B0, 3 3ere = 1BB
ML04. Fleksibel bundt-tælling i rum med over- og under-læs, 5 = 1B3 = 2B1 = 3B-1 2ere
ML05. Opdeling, 8 = (8-2) + 2
ML06. Omtælling, 8 = (8/2)x2
ML07. Omtælling af de ubundtede, 8 = (8/3)3 = 2B2 = 2 2/3 = 3B-1 3ere
ML08. Omtælling i kvadrater, 6 4ere = 1 BB ?ere
ML09. Omtælling til et andet ikon, 3 4ere = ? 5ere
ML10. Omtælling fra ti’ere til ikoner, 2 ti’ere = ? 7ere
ML11. Omtælling fra ikoner til ti’ere, 6 7ere = ? ti’ere
ML12. Omtælling til en anden fysisk enhed skaber per-tal, 3kr/5kg
ML13. Med samme enhed bliver per-tal til brøker, 3kr/5kr = 3/5
ML14. Omtælles en staks sider giver trigonometri, højde = (højde/bund)bund = tanA*bund
ML15. Plusning vandret eller lodret, T = 2 3ere + 4 5ere = ? 8ere; T = ? 3ere; T = ? 5ere
ML16. Minus og plus med etcifrede tal, 8 + 6 = 1B2 + 1B0 = 2B2 6ere
ML17. Plusning af per-tal og brøker er integralregning
ML18. Plusning af Bundt-Bundt kvadrater
ML19. Plusning af ukendte bogstavtal
ML20. Ændring i tid
ML21. Bundt-tal i et koordinatsystem
ML22. Spil-teori og skade-kontrol
ML23. Enkle brætspil
Algebra-tavlen
Fakta og fiktion og fup, de tre genrer i tal-modeller
Modellering og de-modellering
Tre fodnoter
Læreruddannelse
Hvor forskellig er forskellen?
Oversigt over forskellen mellem Essens- and Eksistens-matematik
Konklusion
Referencer
Kronikker og læserbreve om matematik 2023-2024
Matematik-skandalen: Skolens matematisme berøver barnet dets tal-sprog og talsans
Fra katolsk til protestantisk matematik, fra bevis til beregning
Foredrag for skolebørn om min matematikbog på BogForum 2023
Coronatiden, krise eller skandale, hvad med en høring?
Ny matematik og ny skole nu, ellers uddør vi
Afkoloniser tal-sproget nu
Lær dit barn at matematikke før skolen gør det
Kan matematikken afkoloniseres ved at ombytte essens med eksistens?

Avisindlæg

Foredrag til forskningens dag

Corona-skandalen, hvad hindrede en civilsamfundsborger i at hindre den?

Er eksperterne talblinde?

Matematik-skandalen: Skolens matematisme berøver barnet dets tal-sprog og talsans

Fra katolsk til protestantisk matematik, fra bevis til beregning

Foredrag for skolebørn om min Matematikbog på BogForum 2023

Coronatiden, krise eller skandale, hvad med en høring?

Ny matematik og ny skole nu, ellers uddør vi

Afkoloniser tal-sproget nu

Lær dit barn at matematikke før skolen gør det

Kan matematikken afkoloniseres ved at ombytte essens med eksistens?

Frisæt MATEMATIK, lad børn beholde deres egne Bundt-Bundt tal med enheder, på et 2D Bundt-Bundt Bræt

Matematik, MatemaTisme eller MangeMatik med barnets 2D BundtBundtTal på BBBræt

BogForum 2023

Forord
Mange er det første vi møder, overalt i rum og tid, som fingre og som åndedrag, osv. Og Mange er indlejret i sproget som ental og flertal, som bundt-tal og tælle-tal, og som styk-tal og per-tal.
Hvor barnet har sin egen naturlige forståelse af Mange, har skolen en helt anden kunstig forståelse af Mange. Som kaldes matematik, men som i stedet er en selvskabt kunstfærdig ’matematisme’ uden enheder, altid sandt inde i skolen, men sjældent uden for skolen, hvor der altid er enheder.
Men hvorfor skal skolens kunstige intelligens påtvinges barnet, så det mister sin naturlige intelligens?
Så dette er fortællingen om barnets eget tal-sprog, der bruger fleksible bundt-tal med enheder i stedet for skolens stive linje-tal uden enheder.
At et barn har sit eget tal-sprog ses ved at spørge en 3årig ”Hvor mange år bliver du næste gang?”. Svaret kommer straks med fire finger løftet i vejret. Men barnet protesterer, hvis man viser fire fingre samlet to og to: ”Det er ikke fire, det er 2 toere.”
Barnet ser, hvad der eksisterer i rum og tid, bundter med to i rum, optalt til to i tid. Så barnet skelner mellem eksistens og essens. < fortsættes i e-bogen>

INDHOLD
Forord
INTRODUKTION: MATEMATIK, LET ELLER SVÆRT 1
Matematik-skandalen: Skolen underviser i matematisme, der berøver barnet sit tal-sprog og medfødte talsans. 1
Hvad er matematik – og hvorfor skal vi lære det? 4
Matematik er bare så let 7
Lær MangeMatik på et BundtBundtBrædt 11
KRONIKKER OM MATEMATIK, MATEMATISME OG MANGEMATIK 24
Giv de unge deres egen skole 24
Drop matematik og genindfør regning 26
Foucault og matematiksvaghed 28
Matematikmodel, forenkling eller forudsigelse 30
Kontingensforskning i matematik 32
Drenge – ingeniører eller bistandsslaver 37
Bevisgale matematiklærere på afveje 38
Invitation til en matematikduel 40
Sådan består alle matematik B 41
Nytænk begyndermatematikken 42
Stop folkeskolen efter 7. klasse 42
Fra matematismus til matematik 43
Naturen drukner i meta-matisme 45
Katolsk matematik, og protestantisk 46
Matematik, banalitet eller ondskab 48
Drop dog munkematematikken og dens mundtlige eksamen 51
Da grammatikken invaderede matematikken 53
I matematik er brug bedre end beviser 55
Regnemodeller, fakta eller fiktion 56
Normal afstand og hygiejne, og lidt kortere tid 59
Mystiske tal og formler bag nedlukningen 61
Lær matematik af dit barn 61
Matematisme skabte coronakrisen 62
Tal TAL til de unge, så de forstår situationens alvor 63
Seruminstituttets matematik-misbrug forhindrer genåbning 63
Matematik-skandalen: Skolens matematisme berøver barnet dets tal-sprog og talsans 65
Alle skolens problemer forsvinder med en amerikansk highskole 68
Corona-skandalen 2020-22, den fortiede Bergamo-hypotese 71
Om brug og misbrug af corona-matematik 72
LÆSEPLANER 74
KOMMOD-rapporten 74
Fleksible Bundt-tal respekter og udvikler børns egen matematik 79
Piaget: Først gribe, så begribe 83
Forsøgsansøgning 1978 matematik C 84
Kvantitativ kompetence i gymnasiet, forsøgsansøgning 2002 86
Matematik Fællesfag 87
Matematik Tilvalgsfag 89
Med CAS kan alle bestå matematik C 92
Med per-tal består alle matematik B 96
UNDERVISNINGSMATERIALE 100
KerneMatematik C 100
Projekter til Matematik C 105
WEB-BASERET LÆRERKURSUS PÅ MATHeCADEMY.net 119
AN ENGLISH ARTICLE 127
Bundles Bring Back Brains from Exclusion to Special Education 127

ICME-15: Come and be counted!

What is the 15th International Congress on Mathematical Education?

The International Congress on Mathematical Education is the largest international conference on mathematics education in the world. This quadrennial event is organised under the auspices of the International Commission on Mathematical Instruction and explores current global trends in mathematics education research and mathematics teaching practices at all levels.

The 15th International Congress on Mathematical Education (ICME-15) will take place 7-14 July 2024 at International Convention Centre in Sydney, Australia. ICME-15 promises to be an innovative congress that builds on the well-established ICME program, showcasing established and emerging thought leaders from around the world.

Contributions:

Modeling Eased by Demodeling and Rerooting, paper for Topic Study Group 3.4, accepted as poster

A Text-Free Math Education Found by Difference Research for Protection Against Alien Artificial Intelligence, paper for Topic Study Group 5.10, apparently rejected?

Decolonizing mathematics when demodeling it by using the child’s uncolonized 2D bundle-numbers with units, workshop

Decolonizing mathematics, can that secure numeracy for all, and be protected from AI?, discussion group, reejcted

Abstracts on the ICME15 website 15

Digital poster for TSG 3.4: De-colonizing mathematics by de-modeling & re-rooting.

Many before Math, Math decolonized by the child’s own BundleBundle-Numbers with units, a YouTube video

How do biologists, chemists, economists, engineers and physicists understand and use calculus concepts in their disciplines? And what does that imply for the teaching and learning calculus in their disciplines? This conference seeks to explore these complex questions by bringing specialists from these disciplines together with mathematics educators. 

Rejected paper: As operators, per-numbers are multiplied before adding as areas

NORSMA 7 addresses important issues for mathematics and special education policy and
practice in Nordic countries. Theories, empirical results, and experiences from practice are
presented. Both results from development and research already finalized, experiences from
on-going work, and ideas for future collaboration are welcomed. We also welcome theoretical contributions to fundamental issues as what is meant by special needs education in
mathematics and as how to characterize being in difficulties in mathematics.

Rejected proposal: Bring Back Brains with Woke Math

Prepared paper: Bundle- and Per-numbers Replacing the Number Line will Free the Magic of Numbers from its ‘No-unit’ Greenhouse

NORMA 24 – Interplay between research and teaching practice in mathematics education

NORMA 24, The Tenth Nordic Conference on Mathematics Education will take place in Denmark from the 4th to the 7th of June 2024 at Aarhus University, Campus Emdrup in Copenhagen.

The NORMA conferences are organized in collaboration with NoRME​- the Nordic Society for Research in Mathematics Education, https://sites.google.com/view/norme/home, NoRME is open for membership from national societies for research in mathematics education in the Nordic and Baltic countries.

The NORMA conferences offer forum for discussions and constructive interactions among researchers, teachers, teacher educators, graduate students and others interested in mathematics education research in the Nordic context. NORMA are small-scale conferences that emphasize interaction between participants and interplay between scientific and social activities. 

Contributions:

From a colonized to a decolonized mathematics, from 8 to 2 competences, from non-unit to unit-numbers
Respecting the child’s innate number sense, is that Woke-math?
To master or not to master math before Many, that is the question
A rejected proposal for a symposium

Many before Math, Math decolonized by the child’s own BundleBundle-Numbers with units, a YouTube video, and a PDF version.

Flexible Bundle-numbers Develops Children’s Innate Mastery of Many workshop, YouTube video

Flexible Bundle Numbers Workshop Web, PDF-version

Bundle-Bundle-numbers with Units may make Children stay Numerate, booklet

Many-Math, sheet

Many-Math, folder

Apparently, we have 2 Mathematics Paradigms, one without Units, and one With Units

• an inside ‘no-unit-math’ paradigm, where 1 plus 2 is 3 always despite 1week + 2days is 9days, and
• an outside ‘unit-math’ paradigm, where 1 plus 2 depends on the units

The ‘unit-math’ paradigm builds on the philosophy, EXISTENTIALISM, where EXISTENCE precedes ESSENCE
So, unit-math describes real existence, and neglects institutionalized essence

The outside, ‘unit-math’ paradigm, provides the same mathematics, as the inside, ‘no-unit-math’ paradigm, only in a different order. And, the ‘unit-math’ paradigm, avoids the inside paradigm’s ‘mathema-tism’, with its falsifiable, addition-claims.

So, to become a full science, mathematics should leave, its 1 plus 2 is 3, ‘no-unit-math’ greenhouse, and accept that, of course, numbers cannot add, without units.

It should teach the outside ‘counting-before-adding’, ‘unit-math’, paradigm, where Numbers and operations are icons, linked directly to existing things, and actions