Another thing in Calc is that you can't just plug in equations into a TI-84 calculator and get the correct answer as its written....... You really have to break down the order of operations as the calculators dont recognize the correct order of operations when plainly plugged in. In lower maths you can do this but in higher maths you can't for most equations unless they are broken down bit by bit as separate equations.
Things that normally work in lower maths dont work in higher maths and its something many struggled with....... I know I did and I put hundreds of hours into the math lab and more than any of my peers in college.
To make up for this students were taught to break down equations bit by bit in the calculator since it was difficult for most average students to understand......
I was one of the few that could plug in a full unbroken down equation in the correct way in Calc to make up for the translation of order of operations written in paper or "invisible brackets" unto the calculator and a few other students could do it too but it was only a handful of us like 2 or 3 out of the whole class...... everyone else had to break up equations and solve for them separately before putting them back together.
For example another math equation that has some controversy or form of equation that has controversy due to many not understanding basic and proper maths.
6÷2(1+2) = x Solve for x
This may look easy but a trick equation again......
Anyone can try this and its pretty fun.... plug in 6÷2(1+2) into any calculator and you get the wrong answer which would be 9 in this case.
The reason is that the calculator works everything from left to write and there are some unwritten things or
"invisible brackets" in plain equations we take for granted in order of operations sometimes and you have to break it down further using the distributive and associative property and other properties and understand the fundamentals of basic maths and order of operations.
Since 2(1+2) is a term within the equation it must be solved separately as well before 6 is divided by that term.
By placing additional brackets one can make up for it and if something as simple as this can be hard to do and wrap ones head around with infinities to the power of 10 and square roots and BS it made it near impossible for many to plug equations in calculators as they are written straight into the calculator and get the correct answer......
which in this case is 1.....1 is the answer.
As anyone can see or do for themselves doing it the wrong way and not understanding the fundamentals of maths you get the wrong answer but if you understand maths and the fundamentals and the basic properties of maths and order of operations...... its still tricky but you see the lightbulb go on at the end of the tunnel ^_^
By adding additional brackets/parentheses to the term 2(1+2) and making up for the unwritten or
"invisible brackets" and order of operations you get the right answer.
Essentially the point here is that real science, maths and quality education matters for children, society.....
and more important than just science, maths or education that matters IMO is actually understanding it and understanding things for what they are in its essence ans is something more should appreciate and not take for granted.