In article <3C07E253.A4AE1FEF@Jhuapl.edu>, James Hunter <James.Hunter@Jhuapl.edu> wrote: > > >"Gregory L. Hansen" wrote: > >> In article <9u8c70$ked$1@wisteria.csv.warwick.ac.uk>, >> <mareg@primrose.csv.warwick.ac.uk> wrote: >> >In article <20011130094007.686$Ng@newsreader.com>, >> > David W. Cantrell <DWCantrell@sigmaxi.org> writes: >> >> >> >>I think it quite regrettable that the correct intuition of children is >> >>often quashed by some teachers (well meaning, but ignorant) who insist >> >>that statements such as 1/infinity = 0 are nonsense. >> > >> >I don't - I find it admirable! I think sloppy imprecise thinking should >> >be discouraged at as early an age as possible. >> >> Must we really insist that the children say limit(x->oo) 1/x = 0? > > That's even worse, since limit isn't defined over division.
Sure it is. Here's a simpler problem for you to try.
limit(x->2) 1/x = ?
-- "'No user-serviceable parts inside.' I'll be the judge of that!"
