Killer-Equations, Job Threats and Syntax Errors
Student-mathematics versus teacher-Metamatics
Mathematism and the Irrelevance of the Research Industry
The 12 Math-Blunders of Killer-Mathematics
Mathematics: Grounded Enlightenment – or Pastoral Salvation
Discourse Protection in Mathematics Education
Golden Learning Opportunities in Preschool
Calculators and IconCounting and CupWriting in PreSchool and in Special Needs Education
Grounding Conflicting Theories
The Simplicity of Mathematics Designing a STEM-based Core Mathematics Curriculum for Young
Math Competenc(i)es – Catholic or Protestant?
Math Biennale 2018 Posters
Posters at the 2018 Swedish Biennale Stand
●Math Dislike Cured by 1 Cup & 5 Sticks
●Migrant Math for STEM Teachers/Engineers
Good Math: MANY-Math, Tales about Totals
Bad Math: SET-Math, Tales about Numbers
Evil MATH: Fraction-Math, Tales about Operators
Good Math: Icons, Bundling, ReCounting & PerNumbers
Core Math from Childhood
Grand Theory in Math Ed Research & Difference Research
Math Dislike CURED by 1 Cup & 5 Sticks
Improving Schools in Sweden
Migrant-Math making migrants STEM-Teachers or Engineers
Count before you Add
Kids own Math
1Year online CATS-Course
Is Math True always or sometimes? Is Mathematics well-defined?
PYRAMIDeDUCATION & Material
Beware of Institutions & Teachers & Research & Forced Classes
Rejected Research Papers
Research Paper: The Simplicity of Mathematics Designing a STEM-based Core Mathematics Curriculum for Young Male Migrants
(STEM: Science + Technology + Engineering + Mathematics)
Articles from 2017 on Mathematics and Education and Research
A collection of articles about Mathematics Education written in 2017
- Does Europe really need Compulsory School Classes?
- Mathematics, Banality or Evilness
- CupCounting and Calculus in Early Childhood Education
- Fifty Years of Research without Improving Mathematics Education, Why?
- A 1year pre-engineer course for Young migrants, a job for critical or civilized math education
- Online Teacher Training for Curing Math Dislike: Cup&Re-Counting & Multiplication Before Addition
- Debate on how to improve mathematics education
- Poster: MigrantMath as CupCounting & PreSchool Calculus
- A Heidegger View on How to Improve Mathematics Education
- Count and Multiply Before You Add: Proportionality and Calculus for Early Childhood and Migrants
- The Simplicity of Mathematics Designing a STEM-based Core Math Curriculum for Outsiders and Migrants
- The Simplicity of Mathematics Designing a STEM-based Core Mathematics Curriculum for Young Male Migrants
- Math Competenc(i)es – Catholic or Protestant?
- The ‘KomMod Report’, a Counter Report to the Ministry’s Competence Report
- Twelve Proposals for 1day Skype Seminars
- Difference-Research Powering PISA Performance: Count & Multiply before You Add
- Reflections from the CTRAS 2017 Conference in China
- Sixteen Proposals for the 8th ICMI-East Asia Regional Conference on Mathematics Education
- Plenary PowerPointPresentation at the CTRAS 2017 July Conference in China
- Math Dislike
- Migrant Math 01
- Mathematics Predicts, PreCalculus with a TI-82 or TI-84
Difference-Research Powering PISA Performance: Count and Multiply before you Add
To explain 50 years of low performing mathematics education research, this paper asks: Can mathematics and education and research be different? Difference-research searching traditions for hidden differences provides an answer: Traditional mathematics, defining concepts from above as examples of abstractions, can be different by instead defining concepts from below as abstractions from examples. Also, traditional line-organized office-directed education can be different by uncovering and developing the individual talent through daily lessons in self-chosen half-year blocks. And traditional research extending its volume of references can be different, either as grounded theory abstracting categories from observations, or as difference-research uncovering hidden differences to see if they make a difference. One such difference is: To improve PISA performance, Count and Multiply before you Add.
Difference-Research Powering PISA Performance, a 31 page article
Dalian Talk 2017, a 30 minutes PowerPoint keynote Presentation of the above article
The Simplicity of Mathematics Designing a STEM-based Core Math Curriculum for Outsiders and Migrants
Swedish educational shortages challenge traditional mathematics education offered to migrants. Mathematics could be taught in its simplicity instead of as ‘meta-matsim’, a mixture of ‘meta-matics’ defining concepts as examples of inside abstractions instead of as abstractions from outside examples; and ‘mathe-matism’ true inside classrooms but seldom outside as when adding numbers without units. Rebuilt as ‘many-matics’ from its outside root, Many, mathematics unveils its simplicity to be taught in a STEM context at a 2year course providing a background as pre-teacher or pre-engineer for young male migrants wanting to help rebuilding their original countries.
Core STEM Math
Twelve proposals for Skype seminars
01) The Root of Mathematics, Many, dealt with by Block-Numbers, Cup-Counting and Preschool Calculus.
02) 12 Luther-like Theses about how ManyMath can Improve Math Education
03) Curing Math Dislike with one Cup and five Sticks
04) DoubleCounting rooting Proportionality – and Fractions and Percentages as PerNumbers
05) Algebraic Fractions made easy by Block-Numbers with Units
06) Algebra and Geometry, always Together, never Apart
07) Calculus in Middle School and High School
08) Mathematics, the Grammar of the Number-Language. But why teach Grammar before Language?
09) Quantitative Literature also has three Genres: Fact and Fiction and Fiddle
10) Distance Teacher Education in Mathematics by the CATS method: Count & Add in Time & Space
11) 50 years of Sterile Mathematics Education Research, Why?
12) Difference-Research, a more Successful Research Paradigm?
HEIDEGGER IMPROVING MATH EDUCATION
After 50 years of research, mathematics education still has learning problems as witnessed by the PISA studies. So, a suspicion arises: Can we be sure that what has been undertaken is mathematics and education and research? We seek an answer in philosophy by listening to Heidegger that, wanting to establish its meaning, finds two forms of Being: that what is, and how it is. In a Heidegger universe, the core ingredients are I and It and They, where I must neglect the gossip from They to establish an authentic relationship to It. Bracketing mathematics’ gossip will allow its root, Many, to open itself and disclose a ‘many-matics’ as a grounded natural science different in many ways from the traditional self-referring set-based mathe-matics. So to improve its educational sentences, mathematics should bring its subjects to the classroom, but leave its gossip outside.
MES9 Contributions with Review
A 1year pre-engineer course for young migrants, a job for critical or civilized math education
Online teacher training for curing math dislike: cup&re-counting & multiplication before addition
Debate on how to improve mathematics education
Migrant-math: cupcounting & preschool calculus
Fifty Years of Research without Improving Mathematics Education
An academic essay, February 2017
Within education, mathematics is in the front. Consequently, research has grown rapidly for fifty years to solve its many learning problems. The lack of success is shown by the PISA studies organised by the Organisation for Economic Co-operation and Development, OECD, showing a low level and a continuing decline in many countries. Thus, to help the former model country Sweden, OECD wrote a critical 2015 report ‘Improving Schools in Sweden, an OECD Perspective’: “PISA 2012, however, showed a stark decline in the performance of 15-year-old students in all three core subjects (reading, mathematics and science) during the last decade, with more than one out of four students not even achieving the baseline level 2 in mathematics at which students begin to demonstrate competencies to actively participate in life.”
At the CERME 10 congress in February 2017 a plenary session asked: What are the solid findings in mathematics education research? To me, the short answer is “Only one: to improve, mathematics education should ask, not what to do, but what to do differently.” Thus, to be successful, research should not study problems but look for hidden differences that might make a difference.