Yep with pen and paper you always write fractions as actual fractions to not confuse yourself, never a division in sight, while with papers you have a page limit to observe. Length of the bars disambiguates precedence which is important because division is not associative; a/(b/c) /= (a/b)/c. “calculate from left to right” type of rules are awkward because they prevent you from arranging stuff freely for readability. None of what he writes there has more than one division in it, chances are that if you see two divisions anywhere in his work he’s using fractional notation.
Multiplication by juxtaposition not binding tightest is something I have only ever heard from Americans citing strange abbreviations as if they were mathematical laws. We were never taught any such procedural stuff in school: If you understand the underlying laws you know what you can do with an expression and what not, it’s the difference between teaching calculation and teaching algebra.
Yep with pen and paper you always write fractions as actual fractions to not confuse yourself, never a division in sight, while with papers you have a page limit to observe. Length of the bars disambiguates precedence which is important because division is not associative; a/(b/c) /= (a/b)/c. “calculate from left to right” type of rules are awkward because they prevent you from arranging stuff freely for readability. None of what he writes there has more than one division in it, chances are that if you see two divisions anywhere in his work he’s using fractional notation.
Multiplication by juxtaposition not binding tightest is something I have only ever heard from Americans citing strange abbreviations as if they were mathematical laws. We were never taught any such procedural stuff in school: If you understand the underlying laws you know what you can do with an expression and what not, it’s the difference between teaching calculation and teaching algebra.