# You're living in a computer simulation, and math proves it

Professional blog | 21st Century Educator I've normally started my classes with a description of what math we will be learning, and a class discussion about what the math means. When I first started teaching, I would lecture for 30 minutes, and students would work for 60 minutes (I started in with a double block of math) during double block math classes, and in a 45 minute lesson, I would still lecture for 30 minutes, and students would get 15 minutes to practice and do other activities. I discovered early on in my teaching that the less time I talked, the more time students had to work on activities and exercises, and this led to improved understanding. I read research suggesting that adolescents could actively pay attention for about 10 - 15 minutes, so I focused on getting the lecture portion of my lesson down to this length, and on embedding more questions and subsequent discussion into my lecture. Today I tried something new. Here are some observations I had while I was circulating around the classroom.

World Population - Live Update In the following interactive, you can choose different years and see the population and growth rates for that year. World population in 2014 CE (now) is approximately: Population growth rate: 1.1% per year. Number of new people: 2.441 per second (or one each 0.41 seconds)210,928 per day76,988,670 per year We are currently adding over 75 million new people per year. Assumptions Most of the assumptions for the above interactive are contained in the excellent source: U.S Census Bureau Of course, the population figures you see in the above Flash interactive are best-guess estimates. You may also be interested in: 90% of those who ever lived, alive today? Rapid Urbanization Cities with more than 1 million inhabitants, as at 1996 [Image source] Why "UTC time"? UTC is the new name for what used to be called GMT (Greenwich Mean Time). Why "CE" and not "AD"? CE stands for "Common Era" and is commonly used these days instead of the more culturally specific "AD". Interesting Fact... Concluding Remarks

Maths Online Resource Banks « Number Loving Essential, essential resource banks that I have found invaluable and a good starting point for lesson planning, inspiration and ideas. 1) TES Teaching Resources The TES teaching resources in particular Mr Barton‘s Secondary Maths Collections. It is free and easy to sign up and the possibilities are endless! 2) Mr Barton Although already mentioned, Mr Barton is such a great website it needs a mention of its own. 3) Guardian Teacher Network In particular the mathematics resources are great. 4) MyMaths Integrate This part of the site is free, unbeknown to many. 5) Mathsfaculty Wow, this has it all. 6) S.Peter’s Collegiate Among many great resources look at the revision and exam material, great for practice and/or homework sheets. 7) Mathed Up Resources, including teaching Powerpoints for key stages 3, 4, 5. 8. Do not miss the interactive schemes of work available to download for free from Kangaroo Maths. 9) nRich These website is a must for puzzles and developing pupils lateral thinking skills.

The Magical Mind of Persi Diaconis - The Chronicle Review By Jeffrey R. Young Palo Alto, Ca. Persi Diaconis's unlikely scholarly career in mathematics began with a disappearing act. He was 14 years old and obsessed with magic, spending much of his free time in or around Tannen's Magic Store, on Times Square, where sleight-of-hand masters regularly gathered to show off tricks and to gossip. Diaconis vanished from his regular life, dropping out of school and cutting ties with his family. It was this search for the hidden workings of magic that led Diaconis to math. This month the magician-turned-mathematician reveals some secrets in a new book, Magical Mathematics: The Mathematical Ideas That Animate Great Magic Tricks (Princeton University Press). The audience Diaconis imagined as he wrote the new book is his own teenage self. He long ago gave up performing magic, but his background doing card tricks has inspired his most innovative scholarship. Then he stumbled upon a book in the Stanford library that changed his mind. That was in 1990.