Comment by vel0city
> outside of some extremely specific contexts.
The exact context was given. They wanted only whole numbers.
> Writing something like '10/3=3' is likely to trigger the mathematicians
Sure, when lacking the context of all answers should be rounded to the nearest whole number. But that was the context, and it's astounding so many people with alleged math backgrounds arguing things like intergers aren't a thing to understand.
Assuming you want to be able to make statements like ℕ⊆ℚ⊆ℝ (as one normally does), 3.0 is a whole number, 3 is a real number, and 3.0=3=2.9999999...
Being equal to 3, 2.9999... is also a whole number.
Teaching to use '=' in a statement like '10/3=3' is an example of where teachers don't know math in depth and make errors about details that are actually important/later cause confusion. 10/3 is not equal to 3. '=' doesn't mean "answer". Then not accepting 3.0 which is equal to 3 just layers on that confusion. '=' is transitive. If a=b and b=c, then a=c.
Saying 3.0≠3 is a subtlety you really only get into in math when defining these things, and then you immediately redefine them so that 3.0=3 and you don't have to think about it again.