And the best way to build a foundation to avoid such errors is to start off teaching children to THINK To understand that mathematics, including even simple arithmetic, is a CONSTRUCTED TOOL Which is what all that newfangled nonsense about set theory and whatnot is about
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And it’s important to begin with shared definitions rather than oscillate between exaggerated hypotheticals of excessive rounding and semiotics to continue to resist in various ways the still very basic point that it’s good that we’re on the same page as to what 2 and 4 mean.
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The error occurs at the very moment of understanding 2+2. If I do the math and assume you know it means 4 and do not critically search for misunderstandings you may well return with feet of wood rather than 4 meters.
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haha