Of course it comes down to teaching it always must. The problem is that the teachers do not understand numbers and numbering systems. The only fix for this is to make teaching a more inviting profession for people rather than just leaving it to the ones that can't cut it in the real world.
The rules that now apply to arithmetic in our numbering system are the result of thousands of years of development and evolution. The Romans could not do what we can because their numbering system would not allow it, try it sometime. Multiplication in roman numerals without conversion is the biggest ball ache you have ever undertaken, that coupled with no symbol for 0 meant that under the Roman numeric system mathematics could not progress. We owe our current system, for the most part to Pakistan and it is the easiest way to put down on paper a symbolic representation of problems that we all meet every day. Maybe some day there will be a better one because certainly the one we use has problems but most people are used to dealing with those problems transparently.
The rules that now apply to arithmetic in our numbering system are the result of thousands of years of development and evolution. The Romans could not do what we can because their numbering system would not allow it, try it sometime. Multiplication in roman numerals without conversion is the biggest ball ache you have ever undertaken, that coupled with no symbol for 0 meant that under the Roman numeric system mathematics could not progress. We owe our current system, for the most part to Pakistan and it is the easiest way to put down on paper a symbolic representation of problems that we all meet every day. Maybe some day there will be a better one because certainly the one we use has problems but most people are used to dealing with those problems transparently.
but trust me the answer is 23....
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