Youtube comments of Beth Hentges (@bethhentges).

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  190. For some reason in the USA, in K-12 ed, and the first two years of college, we make a distinction between natural numbers (positive integers) and whole numbers (non-negative integers). Then once you are in your third yr at college and start group theory/abstract algebra, then we change the definition of natural number to include zero. In the USA, the number written -3 is “negative three,” NOT “minus three.” The word “minus” should be used only for the operation of subtraction. In everyday life, we often hear “minus” used incorrectly as “negative.” Also, in the USA -3 is an integer, but it’s not a whole number, because the whole numbers are the non-negative integers only. I tell my students that definitions develop over time. They start as a general description, and they get more precise as the object becomes more understood. Along the way, “edge cases” are sometimes included and other times not. It’s important to know what those edge cases are so that when you engage with a new person/course/text, you will know you need to agree as to whether or not the definition is inclusive of the edge case or not. For the purpose of the new discussion we need to know: Is zero a natural number? Can a line be parallel to itself? Is a rectangle a trapezoid? When we say suppose a and b are two ___ , are we allowing them to be the same ___ , or are we assuming they are distinct? Regardless of which choice we make, we need to keep that in mind as we go forward in the statements of new theorems and definitions.
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