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
This graphic, from OurWorldInData.org (always highly recommended) shows, for a series of census years from 1851 to (projected) 2031, how many people would survive to each age in England and Wales. Things to note: the terrible effect of child mortality until 1961, and the fact that if you survived childhood, you had a significant chance of living to 60, 70, 80, even in the 19th century.
https://ourworldindata.org/life-expectancy-how-is-it-calculated-and-how-should-it-be-interpreted/
Is That a Big Number is now a book, published by Oxford University Press. (Google ISBN 0198821220 to find many online booksellers). Although there is serious purpose behind the book - to explore how we think about numbers and how we can understand big numbers - it’s written in a light and engaging style.
Entertaining, full of practical examples, and memorable concepts, Is That A Big Number? renews our relationship with numeracy. If numbers are the musical notes with which the symphony of the universe is written, and you’re struggling to hear the tune, then this is the book to get you humming again.
