The site isn't loading, but I find discussions about mathematical curiosities (though they're not that curious) come about because people are looking for a deeper meaning in mathematics. Math is playing with ontological objects in a system of definitions. There doesn't need to be an answer that "makes sense" for 0^0.
Depending on the context (are you working in set theory? are you making a new definitions for exponentiation?) you might have a different definition. But such operations are often defined recursively (e.g. in set theory, roughly, where S(x) = x+1 (or successor of x) Exp(x, 0) = 1, and Exp(x, S(y)) = x * Exp(x, y). Here you'll have 0^0 = 1, clearly.
For high school, 0^0 should be 1. It's necessary for problems high school students might encounter in calculous, and is the way it is defined in almost any field you'd be working in before graduate school.
High school teachers who insist that 0^0 != 1 likely don't understanding that it's a definition.
Depending on the context (are you working in set theory? are you making a new definitions for exponentiation?) you might have a different definition. But such operations are often defined recursively (e.g. in set theory, roughly, where S(x) = x+1 (or successor of x) Exp(x, 0) = 1, and Exp(x, S(y)) = x * Exp(x, y). Here you'll have 0^0 = 1, clearly.
For high school, 0^0 should be 1. It's necessary for problems high school students might encounter in calculous, and is the way it is defined in almost any field you'd be working in before graduate school.
High school teachers who insist that 0^0 != 1 likely don't understanding that it's a definition.