4 ms·

Both examples use the same operator, but we resolve them to different functions. Mentally, we use the tuple of argument types to select the appropriate function

• salawat 6y ago
  You need to stop conflating the tyoe mumbo jumbo with multiplication. We don't define it based on what machines do with it, we define it based on what WE do with it. In the context of teaching, dimensional analysis comes far later in the process of education. The pedants answer is that there is more than one multiplication operator taught. It's most basic incarnation is, for all intents and purposes, repeated addition. It's more advanced forms, which include extra auditing for dimensional analysis isn't merely repeated addition. Though I'd challenge that too. Dimensional analysis is an extra aspect stapled onto and seperate from the arithmetic operation. Therefore makes up an additional level of auditing seperately as a whole, and therefore inappropriate to define as an inherent property of the operator. You multiply numbers. People need to stop trying to teach unrelated things bundled by some programmer or language writer to kids/adults. It doesn't make one seem smart. It just confuses people by blurring orthogonal aspects of problem solving, which puts people off of it.