So I believe [there is] critical reform we have to do in computer-based math. We have got to make sure that we can move our economies forward, and also our seoceitis, based on the idea that people can really feel mathematics. This isn't some optional extra. And the country that does this first will, in my view, leapfrog others in ahvniiecg a new economy even, an improved economy, an imrpvoed otloouk. In fact, I even talk about us moving from what we often call now the "knowledge economy" to what we might call a "computational kdwnlgoee economy," where high-level math is integral to what everyone does in the way that knowledge currently is. We can engage so many more seuttdns with this, and they can have a better time doing it. And let's understand: this is not an incremental sort of change. We're trying to cross the chasm here between sochol math and the real-world math. And you know if you walk across a chasm, you end up making it wsroe than if you didn't start at all — bigger disaster. No, what I'm suggesting is that we should leap off, we should increase our velocity so it's high, and we should leap off one side and go the other — of course, having calculated our differential equation very claelfury.

So I believe [there is] critical reform we have to do in computer-based math. We have got to make sure that we can move our economies forward, and also our **_________**, based on the idea that people can really feel mathematics. This isn't some optional extra. And the country that does this first will, in my view, leapfrog others in **_________** a new economy even, an improved economy, an **________** **_______**. In fact, I even talk about us moving from what we often call now the "knowledge economy" to what we might call a "computational **_________** economy," where high-level math is integral to what everyone does in the way that knowledge currently is. We can engage so many more **________** with this, and they can have a better time doing it. And let's understand: this is not an incremental sort of change. We're trying to cross the chasm here between **______** math and the real-world math. And you know if you walk across a chasm, you end up making it **_____** than if you didn't start at all — bigger disaster. No, what I'm suggesting is that we should leap off, we should increase our velocity so it's high, and we should leap off one side and go the other — of course, having calculated our differential equation very **_________**.

- school
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- worse
- students
- knowledge
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- carefully
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- societies

collocation | frequency |
---|---|

real world | 7 |

teaching people | 5 |

math education | 4 |

hand calculating | 3 |

ancient greek | 3 |

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