This thought-provoking blog post accurately describes one of the most important reasons for mathematical (and other) education: for the habits of thought and not always only for the content.
Numeracy, and a numerate approach to understanding the world, becomes a habit also. Keep asking: “is that a big number?”
https://medium.com/@jeremyjkun/habits-of-highly-mathematical-people-b719df12d15e#.njlr8pyp5
From Atlas Obscura, a sampling of infographics from the 19th century. All with the aim in mind of putting information into a format where it can easily be understood and compared.
http://www.atlasobscura.com/articles/the-stunning-early-infographics-and-maps-of-the-1800s
Take a set of numbers collected from “the wild”. You might take company profits, city population statistics, street numbers or odometer readings. How many of the numbers in your set start with “1″? how many with “2″? with “3″?, “4″? …
Amazing as it sounds, these leading digits are NOT evenly distributed but follow a pattern (30% “1″s, down to less than 5% “9″s). This pattern is so reliable, it’s been used in fraud detection, to trap companies cooking their books: the invented numbers did not follow Benford’s Law.
Follow the link for a fascinating explanation of why this is so.
