> One of his observations was that students will accept > that 0.333... is 1/3 but have trouble accepting that > 0.999... is 1.
I wonder if "accepting" this would be a problem if these students had been taught how to convert a repeating decimal into a fraction, as we were when I was in high school?
Let x=0.999... then 10x=9.999... then 9x=9 and x=1
