But you are assuming 0.3... is the representation of 1/3. We don't have to make this assumption, it's just the one we are usually taught. Math doesn't really break from making different assumptions, quite the opposite.
Let's make some different assumptions, not following high school math: When I divide 1 by 3, I always get a remainder. So it would just be as equally valid to introduce a mathematical object representing this remainder after I performed the infinite number of divisions. Then
1/3 = 0.3... + eps / 3
2/3 = 0.6... + 2eps / 3
3/3 = 0.9... + 3eps / 3
and since 0.9... = 1 - eps, we get 3/3 = 0.9... + eps = 1
It's all still sound (I haven't proven this, but so far I don't see any contradiction in my assumptions). And it comes out where 0.9... is not equal to 1. Just because I added a mathematical object that forces this to come out.
Edit: Yes, I am breaking a lot of other stuff (e.g. standard calculus) by introducing this new eps object. But that is not an indicator that this is "wrong", just different from high school math.
Seems like a competition that started reasonably and mutated into nonsense over time as the rules were exploited (and never modified, I guess). If it's an established debate style and offered to kids as legitimate you can't blame them. Kids do what is available to them.
It seems very cozy, although filled with people pushing their commercial projects. If people are projecting Bluesky's future on its current cozy state they are fools. The only way to remain cozy is to remain small.
Nearest thing to a name drop is the end, but isnt a name drop (also spoilers):
"And yet, now that I am an old, old man, I must confess that of all the faces that appear to me out of the past, the one I see most clearly is that of the girl of whom I've never ceased to dream these many long years. She was the only earthly love in my life, yet I never knew, nor ever learned, her name."
Sounds like a comfy sequence in a larger game I would anticipate on replay. I put my own $250 on the table (given the prompt and process were forthcoming).
If they are unable to use a shell, don't understand environments etc. I would push them onto some specific IDE/plugin combination that creates a new virtualenv, handles PATH etc. for every new project.
Dealing with environments and understanding how different parts of the filesystem relate to each other is its own pretty steep learning curve. You wouldn't want them to get tripped up on that while they are learning to program, so I think I would opt to teach the two as entirely different concepts and not mix them at first.
No idea if an appropriate IDE/plugin combination exists! Surely there is one.
One suggestion that someone endorsed in another comment is to use VS Code. This would not be my preferred choice, but it would be useful to run an experiment in which students who are new to code start by installing it and following its suggestions about how to configure a working environment. One advantage with this approach is that it introduces students to a text editor.
A second alternative is the Idle environment that is included with every official install of Python from python.org. I have not used it much and I've never tried to teach a course with it. But it comes from the most trustworthy source in this complicated environment.
I'd be very interested in hearing about experience using these to start learning from the very beginning or using them to teach a course for people who are just getting started.
0.3... = 1/3
0.6... = 2/3
0.9... = 3/3 (= 1)