Even if we grant that some hypothetical reaction may pull matter out of the air that's still 5 total grams when you include whatever nitrogen or whatever gets sucked in. That is not even to say, of course, that such a reaction exists in the first place.
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And an important part of becoming an educated person is thinking about that subjectivity, making it a habit of thought ("Where did these numbers come from? What do they specifically represent?")
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It's also worth underlining that Math, at the level where you are thinking about going to grad school in it, stops being about anything directly relatable to the real world and starts being about how aesthetically these patterns of thinking appeal to you.
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Speaking of, i learned grade-school math using the CSMP program, and 35 years later, i remain convinced that it's how everyone should be taught math.pic.twitter.com/goH3BT7TWh
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Those screencaps are all first- and second-grade worksheets. (The entire program, for all grades, is available online at http://stern.buffalostate.edu/ )
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You should be discussing measure spaces and the multiple viable choices of a measure function then, not additionally overload arithmetic: https://en.wikipedia.org/wiki/Measure_(mathematics) … You're either counting and adding, or you're doing something else, which then needs to be denoted differently.
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Children don't learn sets and Peano axioms. More's the pity.
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@ConceptualJames Oh I see now. Arthur likes to use the "talk so much but say so little" tactic, in an effort to confuse people into believing he's actually saying something of substance.Thanks. Twitter will use this to make your timeline better. UndoUndo
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