You're using the word "semiotics" incorrectly, and "excessive rounding" is a silly thing to say It's not some kind of personal aesthetic decision, you understand, you MUST round based on how many significant digits of precision you have (which often isn't in your control)
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This guy would never last in engineering school. cognitive dissonance is an epidemic larger than COVID nowadays
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I agree with your latter statement but with reasoning far removed from yours. Math isn’t a tool to argue for different “ways of knowing,” and to attempt to make it one will definitively create a cognitive dissonance between reason-forward arguments and feeling-forward ones.
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I'm just jumping in here to say that I was taught the old math & my students were taught common core. I'm constantly amazed at how quickly they can all do basic arithmetic *in their heads* while I'm still looking for a pen. Their number sense is *wild*
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And our old math was the New Math back in the 50's, concepts like borrowing in subtraction etc.https://youtu.be/UIKGV2cTgqA
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And this is before we start hitting actually complicated situations like the Simpson Paradox where depending on how you apply numbers to reality you get opposite conclusionshttps://en.m.wikipedia.org/wiki/Simpson%27s_paradox …
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