TED@Westpac
Mohamad Jebara: This company pays kids to do their math homework
穆罕默德·杰巴拉: 用金钱奖励孩子完成数学作业的公司
Filmed:
Readability: 4.5
1,121,780 views
穆罕默德·杰巴拉热爱数学——但他担心太多学生认为这个优雅，实用的学科困难而又无聊。他的公司正在实践一个大胆的想法：付钱给那些每周完成数学作业的学生。他考虑了这个商业模式背后的道德准则，探索了其如何帮助学生——以及为什么在这个充满假新闻的时代，学习数学是重要的。
Mohamad Jebara - Education entrepreneur
Mohamad Jebara is the founder and CEO of Mathspace, an education technology product that provides students with guided feedback through the mathematics curriculum. Full bio
Mohamad Jebara is the founder and CEO of Mathspace, an education technology product that provides students with guided feedback through the mathematics curriculum. Full bio
Double-click the English transcript below to play the video.
在我的印象中，我一直深爱数学。
00:13
For as long as I remember,
I've loved mathematics.
I've loved mathematics.
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00:18
Actually, it's not 100 percent true.
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其实这个说法也不是绝对准确。
00:20
I've loved mathematics for all
but a two-week period
but a two-week period
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确切地说，我一直深爱数学，
除了高中时期的两个礼拜。
00:24
in senior high school.
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00:25
(Laughter)
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（笑声）
我当时在班里名列前茅，
00:26
I was top of my class,
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00:28
and we were about to start
the Extension Maths course.
the Extension Maths course.
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我们正要开始学习扩展数学课程。
我对这个全新的领域兴奋不已，
00:30
I was really excited
about this brand new topic coming up,
about this brand new topic coming up,
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00:34
complex numbers.
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复数。
00:36
I like complex.
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我喜欢复杂的东西。
00:38
My teacher was priming us for the concepts
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老师给我们铺垫了一些概念，
提出了一些关于平方根的问题。
00:40
with some questions about square roots.
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9开二次方是多少——3；
00:42
Square of nine -- three;
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256开二次方是多少——16。
00:44
square of 256 -- sixteen.
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00:46
Too easy.
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这太容易了。
00:48
Then she asked the trick question:
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之后老师问了我们一个难题：
-1开平方是多少呢？
00:50
What about the square root
of negative one?
of negative one?
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00:53
Of course, we were all over it --
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当然，我们都认为这不可能 ——
“拜托，老师！
00:55
"Come on, Miss!
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00:56
We all know you can't take
the square root of a negative."
the square root of a negative."
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我们都知道不能对负数开方。”
00:59
"That's true in the real world," she said.
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老师说：“在实数域中确实是这样，
01:02
"But in the complex world,
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但是在复数的范畴里，
-1的平方根是虚数 i。”
01:04
the square root of negative one
is the imaginary number i."
is the imaginary number i."
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01:09
(Laughter)
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（笑声）
01:12
That day,
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那一天，
我的整个数学观都坍塌了。
01:13
my entire mathematical world
came crashing down on me.
came crashing down on me.
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01:16
(Laughter)
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（笑声）
01:18
"Imaginary numbers?
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“虚数？
01:19
Seriously?
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真的吗？
01:21
But mathematics is a source of truth,
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数学是真理的来源，
请别把它搞抽象了。
01:23
please don't go abstract on me.
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01:25
I would have studied art
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如果要和
01:27
if I wanted to play
with imaginary numbers."
with imaginary numbers."
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虚构的数字打交道，
我情愿去学艺术。”
我情愿去学艺术。”
01:29
(Laughter)
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（笑声）
01:31
"This is Extension Maths,
let's get back with our program!"
let's get back with our program!"
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“这是扩展数学 ，
让我们回到数学的正题上来！”
让我们回到数学的正题上来！”
01:34
She didn't,
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但老师没有这么做，
在接下来的几周，
01:36
and over the next couple of weeks,
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01:37
I reluctantly performed
meaningless calculations,
meaningless calculations,
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我不情愿地进行着没意义的计算，
01:41
(Laughter)
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（笑声）
给二次方程式求虚数解。
01:42
finding imaginary solutions
to quadratic equations.
to quadratic equations.
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01:45
(Laughter)
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（笑声）
01:46
But then something amazing happened.
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但之后发生了令人惊讶的事情。
我们开始找到之前
01:48
We began finding elegant solutions
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01:51
to real-world problems
we previously had no answers to,
we previously had no answers to,
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在现实世界中无解问题的答案，
而这都要从复杂的虚数开始。
01:55
starting with the complex world
of imaginary numbers.
of imaginary numbers.
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01:59
So some mathematician 500 years ago
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500年前的一群数学家
想找点乐子 ，
于是构想出了这些虚数，
于是构想出了这些虚数，
02:02
decides to have some fun
and make up these imaginary numbers,
and make up these imaginary numbers,
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02:06
and because of that we can now
derive these amazing identities
derive these amazing identities
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我们也因此将这些神奇的记号
02:11
with applications in the real world,
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运用到了现实世界中，
例如电力工程领域。
02:13
in fields like electrical engineering.
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02:16
Wow!
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哇！
我对数学的欣赏
上升到了一个全新的阶段。
上升到了一个全新的阶段。
02:17
I gained a whole new level
of appreciation for mathematics.
of appreciation for mathematics.
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02:21
And after my brief mistrust,
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在经历了短暂的不信任之后，
02:24
I was now in love
with the subject more than ever.
with the subject more than ever.
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现在的我比以往更爱这个学科了。
02:28
Francis Su, the mathematician,
sums it up beautifully when he says,
sums it up beautifully when he says,
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数学家弗朗西斯·苏
有一句优美的总结：
有一句优美的总结：
“我们学习数学
是为了乐趣，为了美好，
是为了乐趣，为了美好，
02:32
"We study mathematics
for play, for beauty,
for play, for beauty,
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为了真理，
02:37
for truth,
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为了公正，也为了热爱。”
02:38
for justice and for love."
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02:41
But if you ask a student today,
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但现在，如果你问一个学生，
你可能会得到不同的答案。
02:43
you'll probably hear a different story.
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02:45
You might hear "difficult" and "boring."
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你可能会听到“困难”和“无聊”。
02:48
And they might be right about difficult.
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说数学困难可能有些道理，
但数学肯定不是无聊的。
02:50
But it's certainly not boring.
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02:53
In fact, I'd say being difficult to master
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我其实觉得，数学的一大魅力
就在于它难以掌握。
02:56
is part of what makes it beautiful.
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02:58
Because nothing worth doing is easy.
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因为有价值的事情
做起来都不会容易。
做起来都不会容易。
03:02
So we need students to stick around
long enough through the difficult parts
long enough through the difficult parts
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我们需要学生们
长期坚持，面对数学之难，
长期坚持，面对数学之难，
03:06
to appreciate the beauty
when it all ties together.
when it all ties together.
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将难的内容联系起来时
才能感受到数学的美。
才能感受到数学的美。
03:09
Much like I did for that brief
couple of weeks in high school.
couple of weeks in high school.
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这和我在高中
那几周的经历差不多。
那几周的经历差不多。
03:14
Unfortunately, our school systems --
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遗憾的是，我们的教育体制——
03:17
we move students through mathematics
in a lockstep process.
in a lockstep process.
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只是单纯地对所有学生采用
统一的教学进度。
统一的教学进度。
那些落后一点的学生
03:21
So those who fall a little behind
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03:23
find it near impossible to ever catch up
and appreciate that beauty.
and appreciate that beauty.
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会认为赶上别人、学会欣赏数学
几乎是不可能的事情。
几乎是不可能的事情。
03:28
But why is this a problem?
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为什么这是个问题呢？
03:29
Why should we care?
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为什么我们应当关心这个问题？
03:31
Well today, more than ever,
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当今世界对人们数学能力的需求
03:32
our world needs every citizen
to be skilled in mathematics.
to be skilled in mathematics.
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比以往任何时候都要迫切。
03:37
With the advent of artificial
intelligence and automation,
intelligence and automation,
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随着人工智能和自动化时代的到来，
我们现在的许多工作
未来都将不复存在，
未来都将不复存在，
03:40
many of the jobs we see today
will either not exist
will either not exist
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03:43
or be transformed
to require less routine work
to require less routine work
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或者被迫进行改革 ，
以减少常规工作，
以减少常规工作，
03:46
and more analysis
and application of expertise.
and application of expertise.
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并加强专业化的分析和应用。
03:50
But we're not producing
the extra mathematics students
the extra mathematics students
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但我们没有足够的数学专业学生
来填补这些新增职位。
03:53
to fill these new roles.
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这幅图显示了20年间，
03:54
This graph shows the number of students
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在澳大利亚
03:56
taking Standard Mathematics
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学习普通数学
03:58
and Advanced Mathematics
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和高等数学的学生数量。
04:01
over a period of 20 years in Australia.
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结果一目了然，虽然我们对
数学人才的需求快速增加，
数学人才的需求快速增加，
04:03
It's clear that while we have demand
for mathematics skills rapidly increasing,
for mathematics skills rapidly increasing,
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具备这些能力的人数却在稳定下降。
04:09
supply is in steady decline.
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04:13
To put things in perspective,
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也就是说，
如今在澳大利亚，一半高中毕业生
04:15
half of the students
completing high school today in Australia
completing high school today in Australia
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04:20
are not prepared
to understand any argument
to understand any argument
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都不能够完全理解
有关数据变化率的
有关数据变化率的
04:23
about rates of change in data.
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任何论点。
04:26
In this digital age
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现在可是数字时代，
04:28
where fake news can influence
election results,
election results,
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假新闻都能够影响选举结果，
04:32
this is very concerning.
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这非常令人担忧。
04:35
Let me give you a concrete example.
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给大家一个具体的例子。
我们再看看这幅图。
04:37
Let's take a closer look at that graph.
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04:39
Can everyone see what I've done there
to stress my point?
to stress my point?
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大家能看出来
我为了突出重点做了什么吗？
我为了突出重点做了什么吗？
如果你看不出来，我来告诉你，
04:42
If you can't, let me show you now,
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04:45
with the vertical axis
starting at zero, where it should be.
starting at zero, where it should be.
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纵轴的起始点本应该是0。
04:49
There, you see it now, right?
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现在能看出来了吧？
04:50
It's the exact same data
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本来是一模一样的数据，
04:52
but I've manipulated the representation
to influence you.
to influence you.
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但是我在展现方式上
做了手脚来影响你们。
做了手脚来影响你们。
04:57
And that's cool, that's my job up here.
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这很酷，也正是我站在这儿目的。
04:59
(Laughter)
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（笑声）
05:00
But in all seriousness,
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但认真地讲，
除非我们做些什么
05:01
unless we do something
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05:03
to drastically improve
student engagement with mathematics,
student engagement with mathematics,
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来大幅增加学生们
在数学课程上的投入，
在数学课程上的投入，
05:06
we'll not only have
a huge skills shortage crisis
a huge skills shortage crisis
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否则我们将不仅面临
巨大的技能短缺，
巨大的技能短缺，
而且人们的思想也将摇摆不定，
05:10
but a fickle population,
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轻而易举地被电视里
出镜最多的人操控。
出镜最多的人操控。
05:12
easily manipulated
by whoever can get the most air time.
by whoever can get the most air time.
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05:17
So what's the solution?
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那么，有什么解决办法吗？
05:19
There are a lot of things we have to do.
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这项工作任重道远。
05:21
We need curriculum reform.
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我们需要课程改革。
05:23
We need our best and brightest
encouraged to become teachers.
encouraged to become teachers.
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我们需要最棒、
最聪明的人成为老师。
最聪明的人成为老师。
05:27
We need to put an end to high-stakes tests
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我们需要取消
“一考定终身”的制度，
“一考定终身”的制度，
改用以能力为基础的教学方法。
05:30
and instead follow a mastery-based
learning approach.
learning approach.
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05:33
But all these things take time.
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但所有这些都不能一蹴而就。
05:37
And I'm impatient.
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而我又没什么耐心。
05:40
See, I've been thinking about this
for eight years now.
for eight years now.
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八年前，我辞掉了
金融衍生品交易员的工作。
金融衍生品交易员的工作。
05:43
Ever since I left my job
as a derivative trader
as a derivative trader
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从那时起我就一直致力于此，
05:46
to build a web application
to help students learn mathematics.
to help students learn mathematics.
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开发网络应用，帮助学生学习数学。
05:50
Today, our app is used
by schools across the globe.
by schools across the globe.
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如今，我们的应用
被全球各地学校广泛使用。
被全球各地学校广泛使用。
05:54
And we're seeing big improvements
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经常使用它的学生
在成绩上也有了显著提高。
05:56
for students who use
the program regularly.
the program regularly.
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05:59
But here's the thing --
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但有一个问题——
这种提高只体现在
经常使用应用的学生身上。
经常使用应用的学生身上。
06:00
we're only seeing it for students
who use the program regularly.
who use the program regularly.
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06:06
And most of them don't.
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而这类学生只占少数。
06:09
So after years of developing
and refining the application,
and refining the application,
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因此，我们虽然
花费数年开发和改进应用，
花费数年开发和改进应用，
但面临的最大挑战
却并非来自产品，
却并非来自产品，
06:13
our biggest challenge
was not so much product related,
was not so much product related,
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而是如何激励学生，
06:16
our biggest challenge
was motivating students
was motivating students
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让他们愿意克服理解数学的障碍。
06:18
to want to work
on their gaps in understanding.
on their gaps in understanding.
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06:23
You can imagine
in today's attention economy,
in today's attention economy,
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如今是注意力经济时代，
我们是在和Facebook，
Snapchat，Playstation竞争，
Snapchat，Playstation竞争，
06:25
we're competing against Facebook,
Snapchat and PlayStation
Snapchat and PlayStation
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努力争取学生们的时间。
06:29
to try and get these students' time.
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06:31
So we went back to the drawing board
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于是我们退后一步，
开始思考如何能让学生认为
06:33
and started to think about
how we could make it worthwhile
how we could make it worthwhile
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分一些有限的精力在教育上
06:36
for students to spend
some of their "attention budget"
some of their "attention budget"
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06:40
on their education.
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是值得的。
06:42
We tinkered with gamification elements
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我们在应用中
添加了一些游戏元素，
添加了一些游戏元素，
06:44
like points, badges and avatars,
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例如积分、勋章、炫酷的形象等，
06:47
and we'd see a temporary
spike in engagement
spike in engagement
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我们发现参与度短暂上升，
06:50
but things would go back to normal
as soon as the novelty wore off.
as soon as the novelty wore off.
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但当新鲜感褪去后，
一切又迅速回到正常水平。
一切又迅速回到正常水平。
06:54
Then one day, my cofounder, Alvin,
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我们的联合创始人埃尔文
某天偶然看到芝加哥
一项关于学生的研究，
一项关于学生的研究，
06:56
came across a study of students in Chicago
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06:59
led by the behavioral
economist, Steven Levitt,
economist, Steven Levitt,
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这项研究由行为经济学家
斯蒂芬·莱维特发起，
斯蒂芬·莱维特发起，
07:01
where they paid students
who improved on their test scores.
who improved on their test scores.
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他们付钱给测验成绩提高的学生。
07:06
He started telling me
about some of the things they tested for
about some of the things they tested for
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他告诉我了一些测试的内容，
以及一些有趣的研究发现。
07:09
and the interesting findings they had.
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07:12
For instance, they found
that incentivizing students for inputs,
that incentivizing students for inputs,
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例如，他们发现
对学生的努力程度等投入
对学生的努力程度等投入
07:17
like effort,
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进行奖励，
07:18
worked a lot better
than incentivizing for outputs,
than incentivizing for outputs,
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其效果要好于对分数等结果
07:22
like test scores.
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进行奖励。
07:24
They found that for younger students,
you could win them over with a trophy
you could win them over with a trophy
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他们还发现，
可以给年龄小的学生奖杯，
可以给年龄小的学生奖杯，
但对于年龄大一些的学生，
07:27
but for older students,
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则需要给他们金钱奖励。
07:29
you really needed cash.
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07:30
(Laughter)
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（笑声）
07:32
And the amount of cash mattered --
10 dollars was good,
10 dollars was good,
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钱的额度也很重要，
10美元还不错，
10美元还不错，
20美元就更好了。
07:35
20 dollars -- even better.
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07:38
But perhaps most importantly,
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但也许更重要的一点是，
07:40
they found that the rewards
had to be instant
had to be instant
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他们发现这种奖励必须及时，
不能延迟发放。
07:42
rather than promised at a later date.
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07:45
They went as far as to give
the students 20 dollars and say,
the students 20 dollars and say,
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研究人员甚至
拿出20美元对学生们说：
拿出20美元对学生们说：
“摸摸它，感受它，再闻闻它——
07:48
"Touch it, feel it, smell it --"
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07:50
(Sniffing)
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（闻一下）
07:51
"It's all yours.
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这都是你的。
07:53
But if you fail,
I'm going to take it back."
I'm going to take it back."
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但如果你失败，我就得把它拿回来。”
这样做的效果非常好。
07:55
And that worked really well.
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07:59
I immediately got excited
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我立刻意识到将这项研究
08:00
about the possibilities
of implementing this in our program.
of implementing this in our program.
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应用到我们的项目上是可行的，
我对此十分兴奋。
我对此十分兴奋。
但一旦冷静下来，
08:03
But once the excitement settled down,
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08:05
there were a few concerns
that crept in our minds.
that crept in our minds.
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我的脑海里冒出了几个问题。
第一，
08:08
Firstly,
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这符合伦理道德么？
08:10
was this ethical?
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（笑声）
08:11
(Laughter)
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08:12
Secondly, how would we fund this thing?
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第二，我们如何筹措资金？
08:15
(Laughter)
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（笑声）
08:16
And finally,
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第三，
如果以后停止给学生金钱奖励，
这种效果还会持续么？
这种效果还会持续么？
08:17
would the results be sustained
if the students were no longer paid?
if the students were no longer paid?
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08:21
Now, let's look at the ethical part first.
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我们先来看看伦理问题，
我算是一个数学方面的
纯粹主义者。
纯粹主义者。
08:23
I'm a bit of a mathematical purist.
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08:25
So I'd be one of the first people to say
that we should study mathematics
that we should study mathematics
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我就是那种认为应该为了数学
08:29
for the sake of mathematics.
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而学习数学的人。
08:31
Remember -- for play, for beauty,
for truth, for justice and for love!
for truth, for justice and for love!
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要记住， 是为了乐趣、美好
真理、正义和热爱而学习数学。
真理、正义和热爱而学习数学。
08:36
Not for money!
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不是为了钱！
（笑声）
08:37
(Laughter)
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08:39
As I struggled with this,
I came to see that,
I came to see that,
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在内心挣扎的同时，我意识到
我现在这样看待数学
08:41
while it's a way I look
at mathematics now,
at mathematics now,
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是因为学习了足够长的时间，
能够欣赏它的魅力。
能够欣赏它的魅力。
08:43
it's only because I studied it
long enough to appreciate it.
long enough to appreciate it.
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08:47
It's very difficult to tell a student
struggling with mathematics today
struggling with mathematics today
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但对学数学很痛苦的学生来说，
08:50
to work hard for a payoff
in the distant future.
in the distant future.
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你难以诱导他们，
努力学习终将有所回报。
努力学习终将有所回报。
这种诱导在这里行不通，
08:54
And it's not so much bribery
that's at work here,
that's at work here,
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我满可以告诉学生们
08:56
because I could bribe students
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做金融衍生品交易员有高额奖金，
08:58
by telling them about my big bonuses
in my derivative trading days
in my derivative trading days
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这就是学好数学的回报。
09:02
as a reward for doing well at maths.
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09:04
But it doesn't pay off
for a very long time.
for a very long time.
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但这种回报要等很久才能实现。
09:07
So it's practically naught.
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因此，这种鼓励几乎没什么作用。
09:10
Behavioral economists
call this hyperbolic discounting.
call this hyperbolic discounting.
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行为经济学家称之为“双曲贴现”
（相比后期大回报，更看重眼前的小酬劳）。
（相比后期大回报，更看重眼前的小酬劳）。
09:13
And Levitt goes as far as to say
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莱维特甚至说，
09:15
that all motivating power vanishes
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当延迟发放奖励时，
一切激励作用都会消失。
09:18
when rewards are handed out with a delay.
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09:21
So, from a purely economic point of view:
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因此，从一个纯粹的
经济视角来看：
经济视角来看：
09:26
if we don't use immediate incentives,
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如果不给予及时的奖励，
就等于没有对学生的成绩
进行足够的奖励。
进行足够的奖励。
09:29
we are underinvesting in student outcomes.
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09:33
I took heart from that,
and came to see that as a society,
and came to see that as a society,
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我认真思考了这个问题，
发现不论经济奖励的提供者
发现不论经济奖励的提供者
是政府、雇主还是家庭，
09:36
we're actually quite used
to financial incentives.
to financial incentives.
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09:38
Whether it be by the government,
by employers or at home.
by employers or at home.
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我们其实早就习惯了它的存在。
09:42
For instance, many parents
would pay their children
would pay their children
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打个比方 ，
很多孩子会帮忙做家务，
很多孩子会帮忙做家务，
家长会因此奖励给孩子零花钱。
09:45
an allowance or pocket money
for doing chores in the house.
for doing chores in the house.
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09:48
So it wasn't really
all that controversial.
all that controversial.
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因此，用钱激励学生
也并没有太大争议性。
也并没有太大争议性。
想到这儿，
09:51
As I thought about that,
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我开始思考第二个问题，
即我们如何提供资金支持？
即我们如何提供资金支持？
09:53
it started to answer that second question
of how we were going to fund this.
of how we were going to fund this.
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09:56
Naturally, parents are the most invested
in their children's education.
in their children's education.
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父母自然是
孩子教育的最大投资方。
孩子教育的最大投资方。
10:01
So, let's charge them
a weekly subscription fee
a weekly subscription fee
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于是我们开始按周收取
10:04
to use our program,
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软件使用费，
但是——
10:06
but --
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如果学生达成了每周数学目标，
10:07
if the students complete
their weekly maths goal,
their weekly maths goal,
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我们会把这笔费用
退回到他自己的银行账户。
退回到他自己的银行账户。
10:10
we'll refund the subscription amount
directly into the child's bank account.
directly into the child's bank account.
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10:16
We chose three exercises completed
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我们设置了三个练习，
如果能在一周之内完成，
10:19
over a one week period
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就可得到10美元奖励。
10:21
for a 10 dollar reward.
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10:23
That way we're incentivizing effort
rather than performance
rather than performance
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我们奖励学生们付出的努力，
而不是他们的成绩，
而不是他们的成绩，
这段时间比较短，
10:27
over a short enough period
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奖励也足够大，
能够引起学生的重视。
能够引起学生的重视。
10:29
and with a substantial enough payout
for the students to care.
for the students to care.
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10:33
Now, I remember when I first told
my wife about this new business model.
my wife about this new business model.
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我还记得，当我最初
把这个新商业模式告诉妻子时，
把这个新商业模式告诉妻子时，
10:37
If she had any doubt left
that I've gone completely mad,
that I've gone completely mad,
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如果之前她还不确定我是否疯了，
我的这种想法就能
让她确定我真的疯了。
让她确定我真的疯了。
10:42
that pretty much confirmed it for her.
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10:45
She said to me, "Mo ...
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她说："穆...
你意识到没有，要是每个孩子
都如你所愿，完成作业，
都如你所愿，完成作业，
10:47
you realize that if everybody
does their homework, which you want,
does their homework, which you want,
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你可就一分钱都赚不到啦。
10:51
you're not going to make any revenue,
which you don't want.
which you don't want.
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10:54
Great business model."
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1460
这真是厉害的商业模式啊。“
（笑声）
10:55
(Laughter)
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我认为这更像是个反商业模式，
10:56
I say it's more like
an antibusiness model,
an antibusiness model,
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使用就免费，不使用则付费。
10:59
it's free if you use it,
but you pay if you don't.
but you pay if you don't.
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2779
11:03
Now, I knew from experience
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根据以往经验，
我知道在这个国家，
不是每个人都能斗志昂扬
不是每个人都能斗志昂扬
11:04
that not everybody in the country
was going to jump on
was going to jump on
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每周做数学作业。
11:07
and do their maths homework every week.
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1880
如果真是如此 ，
我们很快就破产了，
我们很快就破产了，
11:09
And if they did,
sure we'd go bust pretty quickly,
sure we'd go bust pretty quickly,
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但是这样一来，数学能力
不足的问题不就解决了吗？
不足的问题不就解决了吗？
11:11
but hey, we would have solved
the country's maths skills crisis.
the country's maths skills crisis.
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3712
11:15
(Laughter)
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（笑声）
11:17
As a company, we've always run
a double bottom line,
a double bottom line,
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作为一家公司 ，
我们总会有一条双重底线，
我们总会有一条双重底线，
既要给投资商回报，
11:20
looking to both make
a return for investors
a return for investors
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也要提高学生成绩。
11:22
as well as improve student outcomes.
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2404
我们清楚，如果要长期盈利，
11:24
We know that our path
to long-term profitability
to long-term profitability
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就要提高学生们的成绩。
11:27
is through improving student outcomes.
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2143
我们的双重目标就不会相悖。
11:29
So our dual objectives
should never be at odds.
should never be at odds.
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11:35
So we're always looking
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正因为如此，
我们一直都努力
让我们的产品决策
让我们的产品决策
11:38
to make our product decisions
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能够帮助学生达成每周数学目标，
11:39
around helping students reach
their weekly maths goal,
their weekly maths goal,
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确保他们能够拿到钱，
11:42
effectively ensuring that they get paid
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而不管我们是否盈利。
11:45
and not us.
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11:47
Now you must be wondering:
How is this crazy business model going?
How is this crazy business model going?
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你可能会问，这个疯狂的
商业模式如何运作？
商业模式如何运作？
11:51
You'll be glad to know
we're still in business.
we're still in business.
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令人高兴的是我们仍在运营。
在过去的五个月，
11:54
We've been testing this now
for the last five months
for the last five months
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11:57
on just our personal
home users in Australia
home users in Australia
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在我们将其推广到学校之前，
我们针对澳大利亚的
个人使用者进行了试验。
个人使用者进行了试验。
11:59
before we think about
rolling it out to schools.
rolling it out to schools.
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12:02
And here are the early results.
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以下是初期结果。
12:04
The green represents students
who are completing their weekly maths goal
who are completing their weekly maths goal
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绿色代表完成每周数学任务的学生，
红色代表没有完成的学生。
12:08
and the red those who aren't.
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12:10
You can see a lot more
completing their homework than not.
completing their homework than not.
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可以看出完成作业的人数
远高于未完成的人数。
远高于未完成的人数。
事实上，随着我们的用户增多，
12:13
In fact, as our user base has grown,
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我们发现完成的人数比例
稳定在大约75% 。
稳定在大约75% 。
12:15
we found the percentage
to be pretty steady, at around 75 percent.
to be pretty steady, at around 75 percent.
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3627
12:19
So on average, we receive
our weekly subscription fee
our weekly subscription fee
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平均来看，
我们每四周就会收到一次使用费，
12:23
once every four weeks,
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而在其他三周发放奖励给学生。
12:25
and the other three weeks,
we're rewarding the students.
we're rewarding the students.
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12:29
Now of course we're leaving
some money on the table here,
some money on the table here,
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当然，我们已经赚了一些钱，
但你可能想不到，
12:32
but guess what?
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与没有奖金回报的学生相比，
12:33
It turns out these students
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12:35
are 70 percent more engaged
than students not on the reward program.
than students not on the reward program.
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获得奖金的学生
参与度高出了70%。
参与度高出了70%。
12:41
Check.
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目标达成！
12:44
From a business perspective,
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752006
2230
从商业视角来看，
这些学生用户很稳定，
12:46
they are less likely to churn
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12:48
and more likely to refer friends,
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1984
也更倾向于把应用推荐给朋友，
12:50
so we're hoping to trade off
a lower revenue per user
a lower revenue per user
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我们希望通过
给单个用户更低的奖赏来
给单个用户更低的奖赏来
换取更大、参与度更高的用户群。
12:53
for a bigger and more engaged user base.
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12:56
Check and check.
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1412
这两项都已经完成。
12:59
Now for that final question.
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现在，还有最后一个问题。
如果不再付钱给学生，
他们还会继续使用这个应用么？
他们还会继续使用这个应用么？
13:01
Would they keep coming back
if they were no longer paid?
if they were no longer paid?
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2849
13:04
Mathematics is so much more
than just a subject you study at school.
than just a subject you study at school.
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3523
数学绝不仅仅是
在学校学习的一个科目。
在学校学习的一个科目。
13:08
It's a human endeavor.
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1467
它是人类的事业。
13:10
It's what helps us to understand
the world around us.
the world around us.
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2944
它帮助我们了解周围的世界。
13:14
And the more you know,
the more you want to know.
the more you want to know.
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2976
当你了解的越多 ，
你就会更加希望深入这个领域。
你就会更加希望深入这个领域。
13:17
So yes, we've triggered initial engagement
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3025
因此，问题的答案是肯定的，
学生们的兴趣已经
学生们的兴趣已经
13:20
with a financial reward.
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1373
被奖励激发出来了。
13:22
But in the long run,
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1436
而长远来看，
钱不再是问题，
13:24
the money won't matter anymore.
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1901
因为从长远来看，
13:26
Because in the long run,
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1651
13:27
the wonder of mathematics
will be the incentive
will be the incentive
288
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3111
数学的奇妙就是最好的激励，
13:30
and understanding it
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1619
而理解了数学，
就是最好的回报。
13:32
will be the reward.
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1266
13:34
Thank you.
291
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1175
谢谢。
（掌声）
13:35
(Applause)
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4792
ABOUT THE SPEAKER
Mohamad Jebara - Education entrepreneurMohamad Jebara is the founder and CEO of Mathspace, an education technology product that provides students with guided feedback through the mathematics curriculum.
Why you should listen
Mohamad Jebara began his career as a derivatives trader where he became the youngest senior partner at a leading international firm after just four years. Yet he found himself eager to build value of a different kind -- so he quit to become a mathematics teacher. Mathspace is his effort to extend his enthusiasm for numbers to as many classrooms as possible.
Mohamad Jebara | Speaker | TED.com