I see your point. However, I think this method is an approach that will increase the speed of those who already know how to multiply large numbers, and educate those who are falling back at the same time. No real fall backs, unless the teachers do not complete the aforementioned task by having the students add the 12 into the "correct" answer.
Last time I checked chemist didn't spell, they abbreviated. Maybe that was because they couldn't spell?
