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The Maths Fix: An Education Blueprint for the AI Age
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id="nav"> <li class="hide show__600"><a href="/the-maths-fix/" title="The Math(s) Fix">The Math(s) Fix</a></li> <li class="hide show__600"><a href="/pisa/" title="PISA 2025">PISA 2025</a></li> <li><a href="/case-for-computer-based-math-education.php" title="The Change" id="making-the-case">The Change</a></li> <li id="resources-menu"><a href="#" title="Try Now" id="resources">Try Now</a><button class="resources-button"></button> <ul class="resources dropdown"> <li><a href="/self-study-resources/" title="Self study">Self-Study</a></li> <li><a href="/inside-module/" title="Teaching Platform">Teaching Platform</a></li> <li><a href="/project-repository/" title="Project Repository">Project Repository</a></li> </ul> </li> <li><a href="/take-action/ " title="Campaign" id="take-action">Campaign</a></li> <li><a href="//www.conradwolfram.com/media" title="News and Views" id="news" target="_blank">News</a></li> <li id="about-menu"><a href="/about/" title="About Us" 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Math(s) Fix"> <a class="hide__600" href="#more-for-the-math-fix">Resources for existing<br>readers and listeners »</a> </div> </div> <div class="width-3-5 padding-l-0 padding-l-3__600" id="header-content"> <h1>The Math<span class="parenthesis">(</span>s<span class="parenthesis">)</span> Fix</h1> <p><em>The Math<span class="parenthesis">(</span>s<span class="parenthesis">)</span> Fix: An Education Blueprint for the AI Age</em> is a groundbreaking book that exposes why maths education is in crisis worldwide and how the only fix is a fundamentally new mainstream subject. Engaging and accessible yet deep and compelling, <em>The Math(s) Fix</em> argues that today's maths education isn't working to elevate society with modern computation, data science and AI. Instead, students are subjugated to compete with what computers do best, and lose.</p> <div class="audiobook"> <a href="https://www.amazon.com/Math-Fix-Education-Blueprint-Age/dp/B0977N1JDL/" target="_blank" class="button">NEW! Buy Audiobook Edition</a> <a class="button audio-sample paused" id="audio-sample-button"> <img src="img/play-icon.png" class="play-icon" height="19" width="19"> <img src="img/pause-icon.png" class="pause-icon" height="19" width="19"> Audio Sample </a> </div> <div> <a href="//www.amazon.co.uk/dp/1579550290/?tag=adnruk-21" target="_blank" class="button" id="pre-order-button">Buy from Amazon</a> <a href="//www.barnesandnoble.com/w/the-math-conrad-wolfram/1136818843?ean=9781579550363" target="_blank" class="button">Buy from Barnes and Noble (US)</a> <a href="//blackwells.co.uk/bookshop/product/Maths-Fix-The-An-Education-Blueprint-Of-The-Ai-Age-by-Conrad-Wolfram-author/9781579550363" target="_blank" class="button">Buy from Blackwells (UK)</a> </div> <a class="ordering hide show__600" href="#more-for-the-math-fix">Resources for existing readers and listeners »</a> <a href="javascript:void(0)" class="ordering" onclick="window.location.hash = '#sign-up-for-updates'; location.reload(true);">If you have any difficulties in your region ordering the book, please let us know »</a> <div class="hide__900" id="this-book-only-over-900"> <h3>This is the only book to:</h3> <ul class="whoes-for-this-book"> <li><span>Explain why being "bad at maths" may be as much the subject's fault as the learner's.</span></li> <li><span>Put the ChatGPT shock into perspective by offering the reformer's roadmap for policymakers, employers, parents, teachers and students.</span></li> <li><span>Show how a stuck educational ecosystem has students, parents, teachers, schools, employers and policymakers running in the wrong direction to catch up with real-world requirements.</span></li> <li><span>Set out a completely alternative vision for a core computational school subject to fix the problem and seed more general reformation of education for the AI age.</span></li> </ul> </div> </div> </div> </div> </header> <section id="this-book-only" class="padding-l-3__900 hide show__900"> <div class="inner"> <div class="grid cols-2 cols-1__900 heirs-width-full__900"> <div class="width-2-5 empty-block hide__900"></div> <div class="width-3-5 padding-l-0__900" id="this-book-only-content"> <h3>This is the only book to:</h3> <ul class="whoes-for-this-book"> <li><span>Explain why being "bad at maths" may be as much the subject's fault as the learner's.</span></li> <li><span>Show how a stuck educational ecosystem has students, parents, teachers, schools, employers and policymakers running in the wrong direction to catch up with real-world requirements.</span></li> <li><span>Set out a completely alternative vision for a core computational school subject to fix the problem and seed more general reformation of education for the AI age.</span></li> </ul> </div> </div> </div> </section> <section id="about-author"> <div class="inner"> <blockquote> I sometimes describe my job as <span class="highlight">computation for everyone</span> through smart automation; between our efforts and others', it's worked remarkably well. The world is dramatically more computational than 30 years ago across an enormous range of fields. Except in education. Hence my evening job—and the subject of this book—which I sometimes describe as optimising <span class="highlight">everyone for computation</span> through computational thinking. </blockquote> <div class="grid cols-2 cols-1__600 heirs-width-full__600 margin-t-3"> <div class="width-2-3"> <p class="margin-b-2"><span class="author">CONRAD WOLFRAM</span> is cofounder and CEO of Wolfram Research Europe. Over the last 30 years he has been a key part of the technology transformation that has brought maths, computation and data science to the forefront of today's world and moved us towards the fourth industrial revolution. Conrad regularly appears in the media to speak about subjects ranging from the computational future and artificial intelligence to twenty-first-century education. His team's work to build a solution started in 2010 when computerbasedmath.org was founded—this book being a key milestone in the journey to fundamental reform.</p> <div class="grid cols-2"> <a class="email" href="mailto:cw@themathsfix.org"><img alt="" src="img/presentation-icon.png" width="31" height="35" ><span>Invite Conrad to speak »</span></a> <div class="social-icons"> <span class="vertical-align-t">Follow on:</span> <a class="twitter" href="https://twitter.com/conradwolfram" target="_blank"><img alt="" height="35" src="img/twitter-icon.png" width="31"></a> <a class="linkedin" href="https://www.linkedin.com/in/conradwolfram/" target="_blank"><img alt="" src="img/linkedin-icon" width="31" height="35"></a> </div> </div> </div> <div class="width-1-3 padding-l-4-point-6 hide__600 padding-l-2__900"><img alt="Conrad Wolfram" src="img/conrad.png" width="217" height="218" class="conrad"></div> </div> </div> </section> <section id="video-section"> <div class="inner"> <iframe id="video-iframe" src="https://player.vimeo.com/video/416388636?autoplay=0&badge=0byline=0&portrait=0&title=0&player_id=video-iframe&api=0" width="800" height="453" webkitallowfullscreen="" mozallowfullscreen="" allowfullscreen=""></iframe> </div> </section> <section id="what-is-the-math-fix"> <div class="inner"> <h2>What Is <em>The Math(s) Fix</em>?</h2> <p>This book is about what the problem is, how it came about and how it can be solved. It takes a cold, hard look at what maths education is and lays out what it should be, not only to keep up with AI, but to empower humankind for this upcoming era.</p> <div class="grid cols-3 cols-1__900 heirs-width-full__900 three-issues"> <div class="width-1-3 padding-r-1"> <h3>The Problem</h3> <p>The maths taught around the world today does not fit how it is used in the real world. Computation technology is more accessible than ever before, but no curriculum in the world assumes it exists. Instead it is focussed on the mechanics of hand calculation, rather than the essence of real-world maths.</p> </div> <div class="width-1-3 padding-r-1 padding-t-3__900"> <h3>The Fix</h3> <p>The fix is a new core computational subject that is built on actual problems solved by real people in the real world with today's technology. A computer-based maths curriculum should be built around real-world requirements such as data science, information theory and modelling.</p> </div> <div class="width-1-3 padding-r-0 padding-r-1__900 padding-t-3__900"> <h3>Achieving Change</h3> <p>Enabling transformation of this scale is no easy task. This part of the book addresses common objections, sets out a roadmap for change and analyses where computational thinking works, as well as its limitations, an essential part of empowering society to question the world around it.</p> </div> <div class="text-align-l margin-bt-2 width-full padding-r-0 padding-r-1__900 font-weight-600"> Get a quick overview on how to achieve change: <a href="/case-for-computer-based-math-education.php" class="button btn-green white">CBM: The Change</a> </div> </div> </div> </section> <section id="praise-for-the-math-fix"> <div class="inner"> <h2>Praise for <em>The Math(s) Fix</em></h2> <blockquote> Conrad Wolfram is one of the most important mathematical thinkers of our time. This book is packed with incredible ideas that could fundamentally change the mathematics experience for students across the world. The vision Conrad puts forward will allow students to experience mathematics as a beautiful, exciting subject empowering them to use critical and computational thinking, solving the problems they will encounter in their 21st-century work and lives. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Jo Boaler,</span> <span class="author-info">author of bestseller Mathematical Mindsets:<br>Unleashing Students' Potential through Creative Math,<br>Inspiring Messages and Innovative Teaching</span></div> <blockquote> Many are convinced that computers have pushed school maths ever closer to a cliff-edge falling into irrelevance. Almost uniquely, Conrad Wolfram's book offers a bold move forward. Based on both his experience and insight, he encourages us to 'jump into the unknown' and move from teaching computing skills to promoting computational thinking. He has pioneered this concept and drawn a compelling roadmap to overcome the deadlock, giving our students truly empowering maths skills. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Jaak Aaviksoo,</span> <span class="author-info">former Minister of Education, Estonia</span></div> <blockquote> Give a copy of <em><a href="https://themathsfix.org/">The Math(s) Fix</a></em> to your local school superintendent and start a community conversation about how you can make education more relevant and equitable. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Tom Vander Ark,</span> <span class="author-info">journalist and former Executive Director of Education for the Bill & Melinda Gates Foundation, <a href="https://www.forbes.com/sites/tomvanderark/2020/06/29/stop-calculating-and-start-teaching-computational-thinking/" target="_blank">Forbes</a></span></div> <blockquote> A devastating assault on this parody of modern education comes from the information technology radical, Conrad Wolfram. Called <em>The Math(s) Fix</em>, it portrays maths as a subject which, perhaps like others, is trapped in the pre-computer age. Wolfram portrays maths exams as like taking a driving test with a horse and cart. It needs to take over where the computer leaves off, in a world of calculated uncertainty, risk and, dare we say it, common sense. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Simon Jenkins,</span> <span class="author-info">journalist and BBC broadcaster, <a href="https://www.theguardian.com/commentisfree/2020/may/21/if-we-can-do-without-gcses-and-university-exams-now-why-go-back" target="_blank">The Guardian</a></span></div> <blockquote> Wolfram estimates that about 80% of most math curricula involves rote hand calculations—redundant exercises like long division and exponential functions. Why bother with that mess when a computer can calculate it in seconds and at a much more complex level? </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Yoree Koh,</span> <span class="author-info">reporter, <a href="https://www.wsj.com/articles/the-movement-to-modernize-math-class-11605110629" target="_blank">The Wall Street Journal</a></span></div> <blockquote> Wolfram’s latest book, <em>The Math(s) Fix: An Education Blueprint for the AI Age</em> challenges the conventional wisdom that math is meeting the needs of the world and contends that an entirely new domain should supplant math as we know it. A direction focused on critical and computational thinking and rooted in problem solving for 21st century challenges. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Rod Berger,</span> <span class="author-info"><a href="https://www.forbes.com/sites/rodberger/2022/01/21/redefining-the-value-proposition-of-math-education/?sh=5193032b6e51" target="_blank">Forbes</a></span></div> <blockquote> Rethinking how we teach an established and mainstream subject such as maths is fraught with danger. But <em>The Math(s) Fix</em> achieves this with such elegant and persuasive arguments that it is impossible to ignore. Essential reading. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Martyn Farrows,</span> <span class="author-info"> COO, SoapBox Labs</span></div> <blockquote> Maths is the weak link in every school. Progressive efforts at education reform are impossible without addressing this reality and offering a new diet of mathematics for children. [In this book] Conrad Wolfram makes an important contribution to this effort by making the case, not just for new pedagogical strategies, but also by sharing a vision of computationally rich mathematics experiences accessible to learners of all ages. Reinvent school maths and you change the world! </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Gary Stager,</span> <span class="author-info"> Ph.D., teacher educator and co-author of<br>Invent To Learn: Making, Tinkering, and Engineering in the Classroom</span></div> <blockquote> In this refreshingly irreverent, immensely readable and long-overdue book, Conrad Wolfram makes an utterly convincing case for maths—but as a newly configured computational subject with an ever growing justification—for individuals and society, spanning survival, subsistence and enrichment. Whether you are a policy maker or practitioner, parent or pupil—<em>The Math(s) Fix</em> will change your idea what maths can be forever. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Silke Ackermann,</span> <span class="author-info">Director, History of Science Museum, University of Oxford</span></div> <blockquote> Many global and local experts talk about the importance of maths teaching in schools. However, Conrad Wolfram has developed a model that is genuinely transformational. <em>The Math(s) Fix</em> is provocative and pragmatic at the same time, providing a globally applicable solution to how we should teach maths to equip our young people for the future they will face. I would encourage everyone who cares about maths education to read this book... political leaders, government officials, school leaders and teachers. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Sonia Sharp,</span> <span class="author-info">former Deputy Secretary in the Department of Education, Victoria, Australia</span></div> <div class="more-quotes"> <blockquote> In <em>The Math(s) Fix</em> Conrad Wolfram makes a compelling case that the way we teach mathematics is no longer fit for purpose. Rather than teaching young people to think like mathematicians we are trying and largely failing to train them to become suboptimal calculators. The solution is simple and elegant: refocus the math(s) curriculum away from calculating towards the full suite of computational thinking, identifying the right questions to ask, setting up the process for finding the solution, and analysing and interpreting the results. <em>The Math(s) Fix</em> deserves to be widely read by education policymakers and practitioners, and the public at large. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Stavros N. Yiannouka,</span> <span class="author-info">CEO of the World Innovation Summit for Education (WISE)</span></div> <blockquote> Conrad lays out a clear vision for how we can transform mathematics—from a subject that terrifies many students, to one that inspires and is universally applicable. Rather than simply memorising procedures, we should allow students to harness the power of computers and develop completely new ways of thinking. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Philipp Legner,</span> <span class="author-info">founder of Mathigon.org</span></div> <blockquote> I never enjoyed maths until Conrad taught me its beauty and how I could apply it to my passions. Traditionally taught in schools like a dead language, we spend years training to compete with machines. In an era of AI the machines will win unless we reimagine what maths can be, where present and future generations harness its power to solve our most important challenges. This book tells us how. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Graham Brown-Martin,</span> <span class="author-info"> broadcaster and author of Learning {Re}imagined</span></div> <blockquote> Seymour Papert often said that his goal was to create a more 'learnable and lovable mathematics.' He wanted to put children in a better position to do mathematics rather than just learn a collection of mathematical facts. In this book Conrad is continuing the endeavour. Conrad understands, as Seymour did, that computation is key. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Artemis Papert,</span> <span class="author-info">independent artist</span></div> <blockquote> Wolfram does an effective job of analyzing the problems with contemporary math education, and he makes a strong case for change. His writing is strong and often clever... and it makes for enjoyable reading on what might ordinarily be a dry subject. Wolfram will likely persuade many readers that, in 2020, using computers for calculation gives students room to focus on broader questions. ... A solid and thoughtful educational analysis. </blockquote> <div class="text-align-r padding-b-3 padding-t-1-2"><span class="author">—Kirkus Reviews</span></div> <div class="show-quotes list-link">Show Less</div> </div> <div id="show-quotes-button" class="show-quotes list-link">View All</div> </div> </section> <section id="more-for-the-math-fix"> <div class="inner"> <h2>Already read <em>The Math(s) Fix?</em></h2> <a href="/take-action/" class="button">Support the Maths Fix Campaign</a> <div class="list-link">Graphics and Footnotes <span>»</span></div> <ul> <p>Chapter 1: Maths v. Maths</p> <li>page 6: <a href="img/resources/pg6--The steps of the computational thinking process.pdf" target="_blank" class="chevron-after">The steps of the computational thinking process</a></li> <p>Chapter 2: Why Should Everyone Learn Maths?</p> <li>page 26: <a href="img/resources/pg26--Mathematics abstract, virtual and physical forms.pdf" target="_blank" class="chevron-after">Mathematics: abstract, virtual and physical forms</a></li> <p>Chapter 3: Maths and Computation in Today's World</p> <li>page 34: <a href="img/resources/pg34--Applying computation in different fields.pdf" target="_blank" class="chevron-after">Applying computation in different fields</a></li> <p>Chapter 4: The 4-Step Maths/Computational Thinking Process</p> <li>page 41: <a href="img/resources/pg41--The steps of the computational thinking process.pdf" target="_blank" class="chevron-after">The steps of the computational thinking process</a></li> <li>page 43: <a href="img/resources/pg43--Step 1 Define.png" target="_blank" class="chevron-after">Step 1: Define</a></li> <li>page 47: <a href="img/resources/pg47--Step 2 Abstract.png" target="_blank" class="chevron-after">Step 2: Abstract</a></li> <li>page 50: <a href="img/resources/pg50--Step 3 Compute.png" target="_blank" class="chevron-after">Step 3: Compute</a></li> <li>page 52: <a href="img/resources/pg52--Step 4 Interpret.png" target="_blank" class="chevron-after">Step 4: Interpret</a></li> <li>page 53: <a href="https://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers" target="_blank" class="chevron-after">Conrad Wolfram TED Talk—Teaching Kids Real Math with Computers</a></li> <li>page 53: <a href="img/resources/pg53--The computational thinking process.pdf" target="_blank" class="chevron-after">The computational thinking process</a></li> <li>page 54: <a href="http://www.ox.ac.uk/" target="_blank" class="chevron-after">University of Oxford</a></li> <li>page 55: <a href="https://www.geograph.org.uk/photo/1489542" target="_blank" class="chevron-after">The Helter Skelter at St Giles Fair</a></li> <li>page 55: <a href="img/resources/pg55--The Helter Skelter at St Giles Fair Images.png" target="_blank" class="chevron-after">The Helter Skelter at St Giles Fair images</a></li> <li>page 57: <a href="img/resources/pg57--Computation is cheap.pdf" target="_blank" class="chevron-after">Computation is cheap</a></li> <li>page 59: <a href="img/resources/pg59--Alternative Process Conceptualisations.pdf" target="_blank" class="chevron-after">Alternative process conceptualisations</a></li> <p>Chapter 5: Hand Calculating: Not the Essence of Maths</p> <li>page 75: <a href="http://computerbasedmath.org" class="chevron-after">computerbasedmath.org</a></li> <p>Chapter 6: Thinking Outcomes</p> <p>Chapter 7: Defining the Core Computational Subject</p> <li>page 92: <a href="img/resources/pg92--Integration basics.pdf" target="_blank" class="chevron-after">Integration basics</a></li> <li>page 95: <a href="http://themathsfix.org/12TimesTable" class="chevron-after">themathsfix.org/12TimesTable</a></li> <li>page 96: <a href="http://themathsfix.org/PredatorPrey" class="chevron-after">themathsfix.org/PredatorPrey</a></li> <li>page 96: <a href="img/resources/pg96--Example of long division.pdf" target="_blank" class="chevron-after">Example of long division</a></li> <li>page 100: <a href="img/resources/pg100--Examples of how outcomes fit the process.pdf" target="_blank" class="chevron-after">Examples of how outcomes fit the process</a></li> <li>page 103: <a href="http://themathsfix.org/Outcomes" class="chevron-after">themathsfix.org/Outcomes</a></li> <li>page 104: <a href="img/resources/pg104--The 11 dimensions of the draft outcomes.pdf" target="_blank" class="chevron-after">The 11 dimensions of the draft outcomes</a></li> <li>page 111: <a href="img/resources/pg111--The concept of trigonometry.pdf" target="_blank" class="chevron-after">The concept of trigonometry</a></li> <li>page 111: <a href="img/resources/pg111--Defining concepts and tools.pdf" target="_blank" class="chevron-after">Defining concepts and tools</a></li> <li>page 113: <a href="img/resources/pg113--Complex linkages between concepts and tools.pdf" target="_blank" class="chevron-after">Complex linkages between concepts and tools</a></li> <li>page 115: <a href="img/resources/pg115--Conceptual stages example.pdf" target="_blank" class="chevron-after">Conceptual stages example</a></li> <li>page 116: <a href="img/resources/pg116--Draft curriculum concept list.pdf" target="_blank" class="chevron-after">Draft curriculum concept list</a></li> <li>page 117: <a href="img/resources/pg117--Categories of computation.png" target="_blank" class="chevron-after">Categories of computation</a></li> <li>page 118: <a href="img/resources/pg118--The computational thinking room.png" target="_blank" class="chevron-after">The computational thinking room</a></li> <li>page 119: <a href="http://themathsfix.org/WolframLanguage" class="chevron-after">themathsfix.org/WolframLanguage</a></li> <p>Chapter 8: New Subject, New Pedagogy?</p> <li>page 129: <a href="http://khanacademy.org" target="_blank" class="chevron-after">khanacademy.org</a></li> <li>page 129: <a href="http://www.conradwolfram.com/writings/2016/8/2/seymour-papert-1928-2016" class="chevron-after">themathsfix.org/SeymourPapert</a></li> <p>Chapter 9: What to Deliver? How to Build It?</p> <li>page 133: <a href="img/resources/pg133--Tool centric vs Example centric.pdf" target="_blank" class="chevron-after">Tool centric vs example centric </a></li> <li>page 133: <a href="img/resources/pg133--Tool centric vs Problem centric.pdf" target="_blank" class="chevron-after">Tool centric vs problem centric</a></li> <li>page 139: <a href="img/resources/pg139--Coordinate system example.pdf" target="_blank" class="chevron-after">Coordinate system example</a></li> <li>page 141: <a href="img/resources/pg141--A paper laptop.png" target="_blank" class="chevron-after">A paper laptop</a></li> <li>page 149: <a href="img/resources/pg149--Example Questions-Issues.pdf" target="_blank" class="chevron-after">Example questions/issues</a></li> <li>page 149: <a href="img/resources/pg149--Example Discussion Points.pdf" target="_blank" class="chevron-after">Example discussion points</a></li> <li>page 150: <a href="img/resources/pg150--Example of a complex model.pdf" target="_blank" class="chevron-after">Example of a complex model</a></li> <li>page 161: <a href="http://themathsfix.org/FeynmanInterview" class="chevron-after">themathsfix.org/FeynmanInterview</a></li> <li>page 163: <a href="img/resources/pg163--Example of todays CBM layout.png" target="_blank" class="chevron-after">Example of today's CBM layout</a></li> <li>page 164: <a href="img/resources/pg164--Terminology Modules, Ontology and Primers.pdf" target="_blank" class="chevron-after">Terminology: Modules, ontology and primers</a></li> <li>page 169: <a href="http://themathsfix.org/SeeInside" class="chevron-after">themathsfix.org/SeeInside</a></li> <li>page 171: <a href="img/resources/pg171--3 Levels of Learning Support.pdf" target="_blank" class="chevron-after">3 Levels of learning support</a></li> <li>page 172: <a href="http://themathsfix.org/InsideModule" class="chevron-after">themathsfix.org/InsideModule</a></li> <p>Chapter 10: Objections to Computer-Based Core Computational Education</p> <li>page 177: <a href="http://themathsfix.org/CBMCommunity" class="chevron-after">themathsfix.org/CBMCommunity</a></li> <li>page 188: <a href="http://themathsfix.org/CompulsoryLatin" class="chevron-after">themathsfix.org/CompulsoryLatin</a></li> <li>page 189: <a href="http://themathsfix.org/DFE2014" class="chevron-after">themathsfix.org/DFE2014</a></li> <li>page 200: <a href="http://themathsfix.org/RungeKutta" class="chevron-after">themathsfix.org/RungeKutta</a></li> <li>page 202: <a href="img/resources/pg202--The collapse of significance problem.pdf" target="_blank" class="chevron-after">The collapse of significance problem</a></li> <li>page 203: <a href="http://themathsfix.org/OpenSource" class="chevron-after">themathsfix.org/OpenSource</a></li> <li>page 205: <a href="img/resources/pg205--The steps of the computational thinking process.pdf" target="_blank" class="chevron-after">The steps of the computational thinking process</a></li> <li>page 206: <a href="img/resources/pg206--Ambiguity in Mathematics.png" target="_blank" class="chevron-after">Ambiguity in mathematics</a></li> <p>Chapter 11: Roadmap for Change</p> <li>page 216: <a href="http://timssandpirls.bc.edu" target="_blank" class="chevron-after">timssandpirls.bc.edu</a></li> <li>page 216: <a href="http://oecd.org/pisa" target="_blank" class="chevron-after">oecd.org/pisa</a></li> <li>page 237: <a href="img/resources/pg237--Core system and pedagogical layers.png" target="_blank" class="chevron-after">Core system and pedagogical layers</a></li> <li>page 255: <a href="http://themathsfix.org/YesPrimeMinister" class="chevron-after">themathsfix.org/YesPrimeMinister</a></li> <p>Chapter 12: Is Computation for Everything?</p> <p>Chapter 13: What's Surprised Me on This Journey so Far</p> <p>Chapter 14: Call to Action</p> <li>page 288: <a href="http://themathsfix.org/Campaign" class="chevron-after">themathsfix.org/Campaign</a></li> <li> page 289: <a href="img/resources/pg289--The Maths Fix Campaign for Core Computational.pdf" target="_blank" class="chevron-after">The Maths Fix Campaign for Core Computational Curriculum Change (MFC<sup>5</sup>)</a> </li> <li>page 297: <a href="http://themathsfix.org/WhatCanIDoNow" class="chevron-after">themathsfix.org/WhatCanIDoNow</a></li> <li>page 298: <a href="mailto:contact@themathsfix.org" class="chevron-after">contact@themathsfix.org</a></li> <li>page 314: <a href="http://conradwolfram.com/media" class="chevron-after">conradwolfram.com/media</a></li> </ul> </div> </section> <section id="sign-up-for-updates" class="hide"> <div class="inner" id="sign-up-for-updates-inner"> <iframe id="sign-up-for-updates-form" scrolling="no" title="Sign up for updates" src="https://www.wolframcloud.com/obj/forms/cbm-maths-fix/form"></iframe> </div> </section> <section id="sticky-footer" class="hide"> <div> <audio id="audio-sample" controls src="inc/RETAIL_TMF-RetailPreview(ch01).mp3" controlsList="nodownload"></audio> </div> <button 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