It’s amazing to me how much time and effort goes into arguments about ambiguous PEMDAS expressions. In real math this never comes up.
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Generally this treatment proves effective, provided it is accompanied by an extended course of distractions, rationalizations, and reassurances. The subject must be told that he was never meant to see any of it, that it isn't his job to fix it, that it can't be fixed, etc.
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Symptoms tend to dissipate with the resumption of the mathematician's normal work. In successful cases, the only long-term residual effect of exposure is a slight sensation of vertigo or nausea when in the vicinity of any of the paraphernalia of K-12 mathematics teaching.
End of conversation
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