Teaching sequences designed to develop strategies for comparing numerals in grade two (in France) were analyzed. Children's strategies were noted, and an experiment confirmed underlying misconceptions concerning number. (MNS)

Suggests that student errors in mathematics be used as motivational devices and starting points for mathematical explorations, involving problem solving and problem posing activities. It is further suggested that errors can foster a deeper and more complete understanding of mathematical content and nature of mathematics itself. (PK)