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People who live nowhere near Mississippi have their own unique ways of counting seconds.

Imagine you're nine years old. You're playing hide and go seek with your friends, and it's your turn to seek. You lean against a tree and cover your eyes and begin to count. How do you do it? If you were born in the USA, there is only one way:

"One Mississippi...two Mississippi...three Mississippi..."

Counting by "Mississippis" is the gold standard for people growing up in America. Though there are other ways to count out estimated seconds, Mississippi has the perfect length, correct number of syllables, and just the right sing-song rhythm that makes it such a catchy way for kids to learn to count. For many of us, the habit follows us into adulthood. We may not count out loud during backyard games as often anymore, but secretly many of us still do it in our heads.

counting, numbers, counting mississippi, american, english, usa, cultural differences, learning, education, kids Counting is fun! Giphy

Mississippi, though, is a very American word because it's a very American place. So recently a curious social media user posed the question: How do non-Americans count seconds instead of using One Mississippi, Two Mississippi, etc.?

The Reddit thread got over a thousand comments from people wanting to chime in. In fact, it's such a good question that the topic has come up on social media many times over the years, in several Reddit threads, YouTube videos, and more.

Seems we just can't get enough of this fascinating topic! Here are the best responses from people around the globe.

counting, numbers, counting mississippi, american, english, usa, cultural differences, learning, education, kids As Ross from 'Friends' would say, "Mississippilessly?!" Giphy

For starters, let's briefly recognize that not everyone in the USA counts "One Mississippi." There is another popular, though far inferior, method of counting.

"As an American, I rarely use Mississippi to count seconds. I normally use 'one thousand,'" a user wrote on Reddit.

Yes, One One Thousand, Two One Thousand, Three One Thousand, etc. Effective, but boring!

In the UK, there are a few popular options. Some people there even say Mississippi, even though it's thousands of miles away and they probably know almost nothing about the place! That's how catchy it is.

In a YouTube video on the subject posted by Numberphile, an American woman living in England, she shares that people she knows use "1 Piccadilly, 2 Piccadilly..." or "1 Elephant, 2 Elephant..."

One user on Reddit said, "'One silly second, two silly seconds' - in my part of the UK (in the 80s)"

Another user mentioned they were familiar with "One steamboat, two steamboats..." but mostly during football matches.

People who live in France or speak French Canadian seem to have a lot of different options:

"In french we say '''un bateau, deux bateaux'' (one boat, to boats)' one user wrote.

"un sucre, deux sucres, trois sucres... (one sugar, two...)" said another.

Another person added, "in French I grew up with « un crocodile, deux crocodiles » or « un hippopotame, deux hippopotames »"

"French canadian, we count hippopotamuses ... Un hippopotame, deux hippopotames..." someone else agreed.


counting, numbers, counting mississippi, american, english, usa, cultural differences, learning, education, kids One hippopotamus, two hippopotamus... Giphy

Animal names for counting seconds seem to be a popular choice all over the world, in fact, with elephants, crocodiles, and the mighty hippopotamus ruling the day.

"In South Africa we used to say 'one crocodile', 'two crocodiles', etc."

"Australia: one cat-and-dog, two cat-and-dog, three cat-and-dog"

"Egy elefánt, két elefánt, három elefánt, ... Hungarian: one elephant, two elephant, the elephant"

Some countries have a creative and interesting technique. Instead of using a filler word, they start counting at later numbers that have more syllables.

"In Dutch, we start counting at 21, which has four syllables. The pace is a bit slower than the Mississippis. Eenentwintig tweeëntwintig, drieëntwintig.." a user wrote.

A German speaking user echoed the sentiment: "The actual way I‘ve been taught to count seconds in German is by saying twenty one, twenty two, etc.. in German. So: Einundzwanzig, zweiundzwanzig, dreiundzwanzig, vierundzwanzig,…"

Other countries have their own version of "One One Thousand..."

"The only ones I've heard people use here in Sweden is saying ettusenett, ettusentvå, ettusentre etc. which means 'onethousandone, onethousandtwo...'" a user wrote.

"Czech: jednadvacet, dvaadvacet... (one-and-twenty, two-and-twenty...)" another added.

And others were just completely unique:

"In Denmark we use 'en kasse øl, to kasser øl ....'. Basically counting cases of beer"

"In India we say 'Tick tick one', 'tick tick two' sort of like ticking of the clock."

counting, numbers, counting mississippi, american, english, usa, cultural differences, learning, education, kids Tick tick one, tick tick two, tick tick three... Giphy

Finally, because the Internet, social media users had some excellent jokes:

"In Canada, we just apologize after every number. 'One, I'm sorry; two, I'm sorry...'"

"One Transylvania, ah, ha, ha, Two Transylvania, ah, ha, ha..... I obviously live on Sesame Street."

"One Maple Syrup, Two Maple Syrup…."

"In Wales, they say ONE llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch, TWO llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch, THREE llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoc."

(You may recognize that word as the longest village name in Britain and the subject of an incredible viral TV weather forecast moment.)

How did Mississippi become the standard method of counting seconds in the United States? It's hard to say for sure, but one of the earliest references comes from a book titled How to Use Psychology in Business from 1936.

The passage in question discusses the most efficient method of climbing stairs to conserve energy (for some reason), and recommends counting Mississippis on each stair to achieve the optimal pacing of about one step per second.

From there, the fun, catchy, sing-songiness of the method made it a go-to choice for kids counting in schoolyard games, and the rest was history.

While Mississippi is definitely the most fun and effective method in American English for estimating seconds, some of the international options are fascinating and super creative. All in all, Sesame Street's The Count would be incredibly proud of us.


Education

Youth interest in STEM peaks around age 11. UScellular wants to change that.

Kids are losing interest in STEM subjects between ages 11 and 15. Here's what that means for future innovation.

Photo courtesy of UScellular

Kids on a field trip learn from Sania Naseem, Senior RF Planning Engineer at UScellular.

Imagine being a 12-year-old girl in a small town who’s interested in computers. You’ve learned a bit of programming online, but you don’t know anyone who works in the tech field and your school district doesn’t have the kinds of classes you need to explore further.

How likely would you be to keep and pursue that interest?

Since the internet changed everyone’s lives in the 1990s, there’s been a push for Science, Technology, Engineering and Mathematics (STEM) education. Universal reliance on technology has made STEM careers not just desirable but vital, and the speed at which those fields are moving means we need young people to stay interested in them.

Research indicates that we’ve largely succeeded in reaching kids when they’re young—children demonstrate a deep fascination with STEM subjects up to age 11. But something shifts during adolescence. Past age 11, interest in STEM starts to wane, often dissipating by age 15.

The question is why.


To get to the bottom of this STEM age/interest gap mystery, wireless carrier UScellular partnered with developmental psychologist and researcher Richard Rende, Ph.D. Through a state-of-the-art analysis of the research, Dr. Rende helped uncover the barriers that prevent youth—particularly girls and those living in rural communities—from maintaining and nurturing their interest in STEM.

kids walking with an adult guide near a school busStudents taking a STEM field tripPhoto courtesy of UScellular

Dr. Rende found that keeping kids from losing STEM interest as they become teens requires programs that are equitable, relatable, relevant and supportive.

Here’s what those four drivers look like in practice:

Equitable

- Bringing STEM programs to rural areas that don’t have access to advanced courses or school-based curriculum
- Countering the notion that STEM isn’t for everyone and offering buffers for when kids are confronted with stereotypes or biases

Relatable

- Exposing girls to women in STEM professions who share similar backgrounds in smaller and rural communities
- Having STEM professionals share their experiences growing up so youth don’t see them as “superheroes” doing something unattainable

Relevant

- Programs and field trips that demonstrate how STEM is applied, especially in ways that connect to the local environment or technology kids already use
- Incorporating kids’ voices to help guide the elements of a program

Supportive

- Provide supportive mentorship, especially when projects become more complicated and require emotion regulation and resilience
- Teach cognitive skills that will help kids believe they have the capacity to succeed in STEM subjects

kids on a STEM field trip Kids learning about cell towers from Cheryl Dennard, Senior Manager of Core Services Engineering at UScellularPhoto courtesy of UScellular

To test out his findings before sharing them with the world, Dr. Rende worked with UScellular’s non-profit partner, YWCA, which has an after-school and summer program called TechGYRLS, designed to inspire girls in grades 3 to 8 to consider future careers in STEM fields. Together they created a refreshed STEM program guide incorporating Dr. Rende’s research and worked with focus groups at various YWCA locations to get feedback.

“What we see to date is that programming and mentoring to ‘train’ kids to be STEM people is not always enough to sustain and encourage interest during the transition to adolescence, especially for underserved youth,” says Dr. Rende. “We need to help them see the opportunities in STEM that spark their curiosity and gain belief that they can confidently explore all the possibilities available to them in STEM, including those that go beyond the traditional STEM careers like mathematician or scientist. It could be a vet, a nurse, wireless network engineer, arborist, audio engineer, turf scientist, or mechanical engineer and may not be a career that requires years and years of higher education.”

After-school enrichment programs like YWCA’s TechGYRLS can be found in communities all over the country, and parents, guardians and teachers can help the kids in their communities by identifying similar programs and encouraging them to participate. If teachers or youth-focused non-profits want to create their own STEM program, Dr. Rende’s whitepaper can help inform their approach and design to keep kids interested.

UScellular and YWCA are working on a digital version of the program guide to increase access for even more youth and help educators improve their STEM programming. Longer term, the perceptions and attitudes of the TechGYRLS participants will be measured to evaluate if the current decline in STEM interest is being reduced or averted. Advancing innovation requires people who pursue careers in STEM fields, so the more interest we can spark and sustain in young people, the brighter our future will look.

Learn more about how UScellular is supporting STEM education here.

Howie Hua shares helpful math tips and tricks on social media.

Math is weird.

On the one hand, it's consistent—the solutions to basic math problems are the same in every country in the world. On the other hand, there are multiple strategies to get to those solutions, and it seems like people are still coming up with new ones (much to the chagrin of parents whose kids need help with homework using methods they've never learned).

Math professor Howie Hua shares math strategies that make math easier on social media, and his videos are fascinating. Hua, who teaches math to future elementary school teachers at Fresno State, demonstrates all kinds of mental math tricks that feel like magic when you try them.


For instance, Hua has two videos showing how easy and quick it is to add multidigit numbers left to right instead of right to left, and it's genuinely mind-blowing.


Check out how he explains why adding left to right is "underrated."

OK, seriously. That is way easier to do in your head. It's basically putting the numbers into expanded form and adding them, which makes it easier to visualize.

Adding this way makes sense, but subtracting is a bit more complicated, right?

Wrong, apparently. Watch Hua work his math sorcery subtracting two and three-digit numbers.

@howie_hua

Did you know you can subtract left to right? #math #mathematics #mathtok #maths #teachersoftiktok #teacher #mathtricks #mathtrick

Holy moly. That's faster than the right-to-left, borrow-from-the-next-column method, isn't it? And again, so much easier to visualize what's actually happening, though I don't know if I could fully do this in my head like I could with the left-to-right addition.

Hua recently shared another cool subtraction trick for problems with minuends that have a lot of zeroes. (The minuend is the first number in a subtraction problem. Don't be too impressed. I had to look it up.)

Check this out:

@howie_hua

An underrated subtraction strategy #math #mathematics #mathtok #maths #teachersoftiktok #teacher #mathtricks #mathtrick

So simple, so time-saving and so something I would never have figured out on my own.

These tips and tricks might come in handy for anyone, but they're especially useful for kids who are having to do these kinds of math problems at school all the time. Even if they're supposed to solve the problem with a different strategy, these methods can be a quick way to check their answers.

Anything that makes math easier, I say. You can watch Hua's videos on TikTok, YouTube and Twitter.


This article originally appeared on 10.12.22

It's math that's simple enough for a third grader, but it seems wrong no matter how you calculate it.

Time is a strange phenomenon. It speeds up when we want it to slow down and drags when we wish it would go by faster. Sometimes it feels like we blink and a decade has gone by. Cue "the days are long, but the years are short," "time flies when you're having fun," and all the other time cliches that feel 100% true.

Of course, those truisms are all about our perception of time, not time itself. Time ticks by in a never-changing rhythm of seconds, minutes, hours, days and years, perfectly metered and measured. But it sure doesn't feel that way, which is why a simple math equation an average third grader can do has grown adults pulling out their calculators to make sure it's correct.


The equation in question comes from meme that reads "1981 and 2024 are as far apart as 1981 and 1938."

Yep, it's correct. The math checks out, no matter how many times you plug the numbers into the calculator. So why does it feel so wrong?

Again, time is a tricky thing. Those of us who were alive in 1981 remember how far back 1938 seemed to us at that time, and there's simply no way that distance is what 1981 is to us now. It seems impossible.

Part of the problem is that, at least for the middle-agers among us, the 80s still feels like they happened 20 years ago, not 43. That's simply how time perception works as we age.

But that's not all of it. As some people have pointed out, there were certainly major changes in both time periods, but the hugely significant cultural changes from 1938 to 1981 were more visible in many ways than most changes we've seen since then. Yes, technology exploded near the turn of the millennium, but once the internet and laptops and smartphones hit the scene, tech advancements have mostly been a matter of degree—better, smaller, lighter, faster, more efficient, more intuitive—in fairly steady increments and not so much dramatic jumps.

From 1938 to 1981, we saw huge leaps, from tiny black-and-white television to full-color cable television, from the first transatlantic passenger flight to sending humans to the moon on space shuttles, from switchboards and party lines to cell phone technology, from human computers to PCs.

We also saw clothing styles change drastically from one decade to the next during that time period in a way that we haven’t really seen in the past 40 years. Same with architecture and home designs. The mid-20th century saw the birth of rock n' roll, the Civil Rights Movement and the shift to women into the workforce. Again, huge leaps.

Wars also defined generations more in the mid-20th century than in the decades since, from WWII to the Vietnam War to the Cold War. It’s not that we haven’t had wars since 1981, but the direct impact of those wars on American life has not been as notable as those previous wars were.

Then again, it’s possible that much of the difference in feel is simply our perception of life now vs. then. Do the years since 1981 seem shorter simply because we’ve lived them, whereas most of us weren’t alive for a good chunk of the 1938 to 1981 time period and only learned it as “history”?

Hard to say, but one thing that’s clear is that people do not like the way this math feels, as evidenced by the comments people left on the post.

“Fitz is cancelled. Feeling triggered here. Lol”

“I did the math too many times because I don’t want to believe this.”

“As someone born in 1981 I really dislike this.”

“Shut your mouth. Those are fighting words! “

“I honestly did nothing to you! Like why?”

“They're not far apart. You're far apart."

It certainly will be interesting to see how the next 43 years feel for the people who live through it vs. 1981 until now.