I'm relying on these examples you gave of how to do it:
>"multiplication is a separate operation on numbers, but it works like repeated addition for the counting numbers you're familiar with"
>"repeated addition is a simplified model of multiplication that works for whole numbers, but doesn't work well in more complicated cases that you'll learn about later"
If you disagree that that's "long" or would feel that way in having to do it in every sentence, we can have a great discussion about that, but it is not a strawman -- you seem to reject the idea of giving the one caveat at the beginning of the course, and instead want to make each sentence rigorous.
If you recognize that your complicated sentences are probably not ideal for teaching math to second graders, then I think we're in agreement.
I do. Some of the words might be changed, depending on what words have been used to describe the operation of addition and the set of counting numbers. But, as I think I've pointed out elsewhere in this thread, the very fact that the children know about addition and the counting numbers means they know what an operation is ("a thingie like addition") and what a set of numbers is ("a thingie like the counting numbers").
> you seem to reject the idea of giving the one caveat at the beginning of the course
I don't know where you're getting that from. I have already said the contrary--once you've said it, you don't need to repeat in every sentence.
>"multiplication is a separate operation on numbers, but it works like repeated addition for the counting numbers you're familiar with"
>"repeated addition is a simplified model of multiplication that works for whole numbers, but doesn't work well in more complicated cases that you'll learn about later"
If you disagree that that's "long" or would feel that way in having to do it in every sentence, we can have a great discussion about that, but it is not a strawman -- you seem to reject the idea of giving the one caveat at the beginning of the course, and instead want to make each sentence rigorous.
If you recognize that your complicated sentences are probably not ideal for teaching math to second graders, then I think we're in agreement.