Abstract
As faculty members of the Mathematics Education Group in the College of Education, Health, and Human Sciences at the University of Tennessee, we are responsible for instructing both preservice and in-service teachers through courses and professional development activities. One topic we address is teaching place value to elementary school students. Teachers' familiarity with the base-ten number system, however, can prevent them from fully comprehending the difficulty these students have when trying to understand the abstract concept of place value. This article presents our evolving lesson in addressing this difficulty.
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