Any my argument is that 3 ≠ 0.333…
We’re taught about the decimal system by manipulating whole number representations of fractions, but when that method fails, we get told that we are wrong.
In chemistry, we’re taught about atoms by manipulating little rings of electrons, and when that system fails to explain bond angles and excitation, we’re told the model is wrong, but still useful.
This is my issue with the debate. Someone uses decimals as they were taught and everyone piles on saying they’re wrong instead of explaining the limitations of systems and why we still use them.
For the record, my favorite demonstration is useing different bases.
In base 10: 1/3 ≈ 0.333… 0.333… × 3 = 0.999…
In base 12: 1/3 = 0.4 0.4 × 3 = 1
The issue only appears if you resort to infinite decimals. If you instead change your base, everything works fine. Of course the only base where every whole fraction fits nicely is unary, and there’s some very good reasons we don’t use tally marks much anymore, and it has nothing to do with math.
Decimal notation is a number system where fractions are accomodated with more numbers represeting smaller more precise parts. It is an extension of the place value system where very large tallies can be expressed in a much simpler form.
One of the core rules of this system is how to handle values larger than the highest digit, and lower than the smallest. If any place goes above 9, set that place to 0 and increment the next place by 1. If any places goes below 0, increment the place by (10) and decrement the next place by one (this operation uses a non-existent digit, which is also a common sticking point).
This is the decimal system as it is taught originally. One of the consequences of it’s rules is that each digit-wise operation must be performed in order, with a beginning and an end. Thus even getting a repeating decimal is going beyond the system. This is usually taught as special handling, and sometimes as baby’s first limit (each step down results in the same digit, thus it’s that digit all the way down).
The issue happens when digit-wise calculation is applied to infinite decimals. For most operations, it’s fine, but incrementing up can only begin if a digit goes beyong 9, which never happens in the case of 0.999… . Understanding how to resolve this requires ditching the digit-wise method and relearing decimals and a series of terms, and then learning about infinite series. It’s a much more robust and applicable method, but a very different method to what decimals are taught as.
Thus I say that the original bitwise method of decimals has a bug in the case of incrementing infinite sequences. There’s really only one number where this is an issue, but telling people they’re wrong for using the tools as they’ve been taught isn’t helpful. Much better to say that the tool they’re using is limited in this way, then showing the more advanced method.
That’s how we teach Newtonian Gravity and then expand to Relativity. You aren’t wrong for applying newtonian gravity to mercury, but the tool you’re using is limited. All models are wrong, but some are useful.