Yes. Many people, some for different reasons.
In the "What's the standard approach?" sense, however, the general
"standard" for numbers that either include endlessly repeating decimal
patterns (e.g. forever-repeating nines, as presumably in this case) or
limited decimal places, choose as necessary:
1. Go to the last digit after the precision you want for rounding that
does not round up the preceding digit. Perform rounding starting from
there, and stop when you've crawled back toward the whole number place
until you reach the precision level you want. This example involves
rounding to the first decimal fraction position, performing operations
one at a time:
1.444445
1.44445
1.4445
1.445
1.45
1.5
2. If the infinite repeating pattern is all numerals of <=5, round up
the last numeral before the first digit of the repeating pattern so you
don't have to endlessly recurse. This example is probably the example
under consideration in this email thread, assuming it's not simply the
number 1.449999 and is, in fact, 1.44 followed by a repetend of 9:
···
On Fri, Jun 19, 2020 at 11:55:16AM +0200, Christer Jansson wrote:
I would say 1.4 is the mathematically correct rounding, since 1.449999 <
1.45. Anyone disagree with that?
__
1.4499 # For those unaware, the bar signifies repeating 9s.
1.44a # . . . where (a = <=5) for rounding purposes.
1.45
1.5
It's possible schools have simplified it to help people pass
standardized tests, though. Governments like to show the world they're
producing educated people, so practices that improve the scores people
tend to get may become "normal" in government funded schools and, as
such, ignoring most of the complexity of the long-term common rounding
approach can make it much easier for young students to pass tests by
allowing them to ignore any more than the number of digits needed for
their target fractional precision plus one reference digit for rounding.
There are many ways to round numbers, though, depending on the specific
needs of any given use case, so the "right" answer varies wildly from
case to case.
That, at least, is how I learned it years ago, across several different
school systems and levels of education, and in some math reading on my
own time for my own satisfaction.
--
Chad Perrin [ original content licensed OWL: http://owl.apotheon.org ]