Timothy Biehler and Sean Maley propose teaching continuity and limits in a way that aligns with students' intuitions rather than the traditional epsilon-delta definition. They advocate using real-world examples like insulin dosing that demonstrate how continuity allows for small errors in measurement. This "fuzzy" approach explains limits and continuity as quantities being "around" or "close to" rather than exactly equal, mirroring how these concepts are applied in reality. They believe this intuitive understanding prepares students for later concepts like differentiability while increasing accessibility and relevance.