“…Alternatively, they could represent a common informal understanding of the notation system, and thus one that may be resistant to change in some children when explicit instruction begins. We do know that when older children make errors, this is the dominant kind of error they make, and it has been reported across numerous studies spanning multiple countries and languages (Barrouillet, Camos, Perruchet, & Seron, 2004;Brizuela & Cayton, 2010;Camos, 2008;Krinzinger, 2010;Lerner & Sadovsky, 1994;Moeller et al, 2011;Pixner et al, 2011;Power & Dal Martello, 1990;Scheuer et al, 2000;Seron & Fayol, 1994;Zuber et al, 2009). The breadth of this error across languages, cultures, and curricula suggests that it represents a compelling (albeit wrong) idea about how to write large numbers.…”