Your inability to grasp that there’s no real world version of “1 human = 1 human” is kind of the whole point of the argument.
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What do you mean there is no real world version of 1 human = 1 human?
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No human equals another human.
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So it's impossible for me to count the number of people in a room?
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It's possible, but in real life you usually have some reason to do it, and you should be thinking about that reason when implementing your counting method (once the number of people rises past the point of triviality)
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Replying to @arthur_affect @brocccolini and
A huge, huge issue when designing polls, censuses and elections
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Replying to @arthur_affect @brocccolini and
Come on, you know that real life is complicated, the whole reason we needed to invent math at all is that real life is complicated And explaining how things are complicated is essential to answering every annoyed student's question "When are we ever gonna have to USE this"
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Replying to @arthur_affect @brocccolini and
The reason students check out of classroom education is precisely because these subjects are taught as received wisdom Like you're programming them to be obedient and predictable machines who spit out "the right answer" when challenged What human being wouldn't resist that
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Replying to @arthur_affect @brocccolini and
Of course they see their classes as pointless drudgery intended to waste their time and break their spirits Why do you care so much about making them get "the right answer" You have it already on your answer sheet Just ask your calculator
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Replying to @arthur_affect @brocccolini and
This PoMo shit isn't, or shouldn't be, ivory tower "advanced studies" It's essential both to having a philosophical view of what math actually is and what it means, and a practical view of why we use it and why it's important
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The schoolyard idea of "doing sums" is not what actual mathematics is about, and is seen by most students forced to endure it as both an uninteresting and a useless exercise And they're right
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