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Insights into Our Understandings of Large Numbers

Signe Kastberg; Vicki Walker 

May 2008, Volume 14, Issue 9, Page 530

Abstract:
The authors of this article explore pre-service teachers' understandings of one million to gain insights into the development of understanding of large numbers. Themes included: number associated with a quantity of objects, number as an abstraction, and additive and multiplicative approaches. Several student responses are included.

Keywords:
Research Studies
Conceptual Development
Higher Education
Connections / Applications
Higher Education
Complex Numbers
Teacher
Problems
Student Work
Representation