Presents a number of transcript examples of correct and incorrect transferences by children. Considers the objects of transference including spoken words, written symbols, models and diagrams, arithmetic procedures, and structures. Discusses the use of transference in arithmetic education. (YP)

Four important schools of thought which have addressed the problem of meaning in arithmetic are examined: connectionist, structural, operational, and constructivist. The author argues that the constructivist perspective is a potentially fruitful framework within which to recase the issues involved in the analysis of meaning in arithmetic. (MNS)