I am still not in agreement.
The proof that the usual definition is equivalent to the representation is fairly straightforward and easy, no matter which side you picked as the definition. And once the equivalence is established, all other proofs proceed naturally. It therefore matters a lot that we pick one as a definition and know which one we picked, but not so much which one we picked.
Now in fact the quotient definition is by far more interesting mathematically. There is also a clear foundational reason to prefer it, namely that you can easily construct and prove things about the rational numbers long before you construct the real numbers. However it is unlikely that anyone who is confused about the definition of a rational number has a clear understanding of how the reals are constructed, so that is not a particularly important consideration for them.
Furthermore the fact that foundational considerations argue for one construction over another has little bearing on what is pedagogically preferable. As a famous example, the easiest way to rigorously define logarithms is through the integral of 1/x. However explaining logarithms that way to someone who doesn't know them is a pedagogical disaster.