Someone who didn’t have a sense for the magnitude of large numbers would just place them based on the number of digits, which would be roughly logarithmic. Does the paper give any evidence that second graders make logarithmic placements beyond this, say within numbers with the same number of digits?
Someone who didn’t have a sense for the magnitude of large numbers would just place them based on the number of digits, which would be roughly logarithmic. Does the paper give any evidence that second graders make logarithmic placements beyond this, say within numbers with the same number of digits?
from cited paper: