Pre-service teachers’ conceptions of the magnitude of large numbers

Article Properties
  • Language
    English
  • DOI (url)
    10.1080/19477503.2016.1245033
  • Publication Date
    2016/12/14
  • Journal
    Investigations in Mathematics Learning
  • Indian UGC (journal)
  • Refrences
    19
  • Citations
    1
  • Amber Brass Melbourne Graduate School of Education, University of Melbourne, Carlton, Australia
  • Shelly Sheats Harkness Department of Curriculum and Instruction, University of Cincinnati, Cincinati, Ohio
Cite
Brass, Amber, and Shelly Sheats Harkness. “Pre-Service teachers’ Conceptions of the Magnitude of Large Numbers”. Investigations in Mathematics Learning, vol. 9, no. 2, 2016, pp. 53-68, https://doi.org/10.1080/19477503.2016.1245033.
Brass, A., & Harkness, S. S. (2016). Pre-service teachers’ conceptions of the magnitude of large numbers. Investigations in Mathematics Learning, 9(2), 53-68. https://doi.org/10.1080/19477503.2016.1245033
Brass A, Harkness SS. Pre-service teachers’ conceptions of the magnitude of large numbers. Investigations in Mathematics Learning. 2016;9(2):53-68.
Refrences
Title Journal Journal Categories Citations Publication Date
10.5951/TCM.14.9.0530 2008
Language and Thought in Mathematics Staff Development: A Problem Probing Protocol

 Teachers College Record: The Voice of Scholarship in Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 4 2007
10.5951/MTMS.10.8.0416 2005
10.5951/MTMS.10.8.0416 2008
Qualitative research and evaluation methods 2002
Citations
Title Journal Journal Categories Citations Publication Date
Large number placements on a bounded number line: The importance of explanations

 School Science and Mathematics
  • Education: Theory and practice of education
 2022
Citations Analysis
Category Category Repetition
Education: Theory and practice of education1
The category Education: Theory and practice of education 1 is the most commonly referenced area in studies that cite this article.