... Which is cumbersome, the curriculum, what results restatement,
for results.
Then a general course of "this is a general course of mathematics",
is along the ideas of "here are for example twelve grades of mathematics
in school and what-all's a usual course that results abstractly, it's also
built formally later the same way in the course, general mathematics".
Then here that's algebra and geometry around seventh and eighth grade,
then trigonometry, then pre-calculus and calculus, though it's only my own
education in effect it's the one I know.
Then most of the crankiness and pottiness of "these are fundamental
elements in elements, and their sound definition cannot be conflated
except what results extensionality, formally", of course anyone here can
tell you about some sound mathematics quite all day: but any non-logical
object in a sense is thus proper, abstract, and profound.
Then it's easier later to build a model of continuous 0-1 though it results
all the time having to maintain a model in field continuity and also a model
in line continuity, writing results in field continuity.
I.e. it's easier, more direct, usually more understood, ..., "with the caveat
that all these numbers are also members of the complete ordered field".
I.e., when there are "different" sets or models that here establish the
properties of a continuous domain or continuity under definition, it's
entirely framed the usual sets of continuous functions, in effect. Here,
the extensionality that usually follows from sets by their models is that
"the models though the same objects are differet, ..., 'sets', these 'all the
real numbers in R bar and all the real numbers in R dots', sets in set theory".
I.e., there's more for a sense that "this line-drawing is fundamentally more
primitive or primary what results from instead the usually most primary
which is integers or two integers".
It's not without the caveat that "of course formally what are the models of
expectations ... are that my counting arguments are integer, in combinatorics",
is also for that probabilities are real values 0-1. ("Zero One")
It's probably more usual historically often to be this way for continuity,
then also what's key after modern formalism or since the Renaissance or
Enlightenment, also our modern includes after set comprehension for logic
as instead only the geometric also the (eventually...) combinatoric,
here it's the post-modern mathematical formalism after its critique the
1900's, these days is the 2000's, though it seems I put together all of
mathematics with logic and physics for pure theory.
Or, at least the beginning of this kind of thing is along these lines:
about resolving mathematical paradox by establishing all of it or
"foundations", in the sense that lightning bolts from heaven in a
sense are not the giant lightning bolt from the center of the universe.
Which is a thing....
Read over the Banach-Tarski sci.logic thread I'd say, if you might mechanize
a usual diagram of statement, my diagrammhea of a sort shows an example
of how the "paradox" is seated in geometry: that there's not a paradox about
Banach-Tarski yet it remains geometrical. That's an example: where I have
made such sorts of examples as an entire affront.