Decolonizing 1D Mathema-tism into 2D Many-math

Teaching mathematics online is different from teaching it offline in a classroom. So, we may ask what else could be different, its goal, its teaching, its learning, and math itself?

The goal of math education, is that to learn to master math to later master Many, or the other way around?

● Traditionally, the goal of math education is seen as learning to master math to later master Many. So, a difference could be to see the goal of math education as learning to master Many directly to indirectly learning math on the way, at least the core math as displayed on a calculator: digits, operations, and equations.
●Traditionally, these all occur as products in space, so a difference could be to see them as processes in time by letting outside-Many precede inside-math.
And the math core is different when created as tales about Many existing as rectangular stacks of bundles on a plastic ten-by-ten bundle-bundle board, a BBBoard. To see if a ‘process-based’ ‘Many-first’ education will make a difference to the traditional ‘product-based’ ‘Math-first’ education, micro-curricula are designed using bundle-counting to bring outside totals inside as flexible bundle-numbers with units, that are rectangular where the bundle-bundles are squares.
● Here both digits and operations arise as icons. Digits when uniting sticks. And operations with division to push-away bundles that multiplication lifts into a stack.
Now subtraction pulls-away stacks so unbundled are included as decimals, fractions, or negatives. The addition cross shows the two ways to add, next-to & on-top.
● Once counted, changing unit may be predicted on a calculator by the recount formula T = (T/B) x B, saying that the total T contains T/B Bundles.
Here recounting from tens to icons and vice versa leads to equations, and to multiplication tables displayed as the stack left when removing the two surplus stacks from the full bundle-bundle on a BBBoard. And here recounting from rectangles to squares introduces its side as the square root, and a way to solve quadratics.
● Here recounting in two physical units leads to per-numbers bridging the two units and becoming fractions with like units.
● Here mutual recounting the sides and the diagonal in a stack leads to trigonometry before geometry.
● Once counted, totals may add on-top after recounting has provided like units, or next-to as areas as in integral calculus becoming differential calculus if reversed.
● As operators needing numbers to become numbers, per-numbers and fractions also add by their areas after being multiplied to unit-numbers before adding.
● So, outside totals inside appear in an ‘Algebra Square’ where unlike and like unit-numbers and per-numbers are united by addition and multiplication, and by integration and power. And later again split by the reverse operations, subtraction, and division, and by differentiation and root or logarithm.
● Once process-based Many-first Many-math micro curricula have been designed, they may be tested in online education, as well as in special education to see if a BBBoard may ‘Bring Back Brains’ excluded from the ‘Math-first’ education.

Contents
Abstract 1
Background 1
MC01. Digits are icons uniting sticks 4
MC02. Operations are icons created by Bundle-counting and re-counting 4
MC03. Bundle-counting in icons 5
MC04. Bundle-counting in tens 6
MC05. Recounting in another unit 6
MC06. Recounting tens in icons gives equations 6
MC07. Recounting icons in tens gives rectangles and multiplication tables 7
MC08. Bundle-Bundles are squares 8
MC09. Three square formulas 9
MC10. Recounting stacks as squares gives square roots to solve quadratics 9
MC11. Recounting in physical units gives per-numbers 11
MC12. Recounting in the same unit gives fractions 11
MC13. Recounting the stack sides gives trigonometry before geometry 11
MC14. Adding next-to and on-top gives calculus and proportionality 12
MC15. Adding and subtracting one-digit numbers 13
MC16. Adding per-numbers gives calculus 13
MC17. Adding unspecified letter-numbers 13
MC18. The Algebra Square 13
MC19. A coordinate system coordinates algebra and geometry. 14
MC20. Change in time: Growth and decay 16
MC21. Distributions in time, probability 19
MC22. Distributions in space, statistics 19
MC23. Simple board games 21
MC24. Modeling and de-modeling 21
MC25. The Three Tales: Fact, Fiction and Fake 22
MC26. Game theory 22
MC27. The Three footnotes 23
MC28. Math with playing cards 23
Teacher education in CATS: Count & Add in Time & Space 23
Discussing the difference 24
Testing the difference 27
Conclusion 28
References 29
Appendix 31
Unit-number tasks 31
Per-number tasks 32
Mechanics 33
The Economic Flow Diagram 34
Meeting many in a STEM context 36
The Twelve Math-Blunders 39