This study focused on analyzing children's difficulties with two-step mathematical word problems. Seventy-one fifth-grade children in Puerto Rico were individually observed solving five problems. Two of these were two-step problems; the remaining three were one-step problems with the same mathematical structures as the components of the two-step…

Research recurrently indicates that children who have difficulty with arithmetic often use systematic routines that yield wrong answers. Recent research has focused less on identifying the most common errors among groups of children and more on analyzing individual children's errors. This paper considers the source of systematic errors in…

Three studies were conducted in order to determine the source and frequency of children's difficulties in subtraction and to examine different approaches to remediation. In the first study, third-grade children were asked to solve subtraction problems and were observed and questioned about their solution processes. Children who had difficulty…

The work of Ladislav Kosc on dyscalculia is presented. His work on meanings, forms, terminology, diagnosis, correction principles, factors in mathematical ability, language dysfunctions, and publications are each included. (MNS)

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)

Considered is a conceptual analog of buggy algorithms and rule-based mathematical development. The investigations consider whether children's efforts to make conceptual sense of new mathematics instruction in terms of their available knowledge may sometimes lead them to make systematic errors. In particular, the possibility is explored that…

Reported are data from the first individual interview conducted in 1978 as part of a 3-year study on addition and subtraction using verbal problem solving. The research program is attempting to relate pupil performance on selected arithmetic skills to pupil cognitive processes, instructional materials, and teachers' classroom behaviors. From three…

Reported are data from the second individual interview conducted in 1979 as part of a 3-year study on addition and subtraction using verbal problem solving. From three schools in Wisconsin that used the Developing Mathematical Processes program, l50 first-grade children were individually administered six problem types (two solvable by addition and…

Data are reported from the third individual interview conducted in 1979 as part of a 3-year study on addition and subtraction using verbal problem solving. From three schools in Wisconsin that used the Developing Mathematical Processes program, l50 first-grade children were individually administered six problem types (two solvable by addition and…

Data are reported from the fourth individual interview conducted in 1979 as part of a 3-year study on addition and subtraction using verbal problem solving. Ninety-nine second-grade children in two schools in Wisconsin that used the Developing Mathematical Processes program were individually administered six problem types (two solvable by addition…

Data are reported from the fifth individual interview conducted in 1980 as part of a 3-year study on addition and subtraction using verbal problem solving. Ninety-six second-grade children in two schools in Wisconsin that used the Developing Mathematical Processes program were individually administerd six problem types (two solvable by addition…

Data are reported from the first and second individual interviews conducted in 1980 in the second phase of a 3-year study on addition and subtraction using verbal problem solving. The second phase is concerned with children's performance on verbal addition and subtraction problems which contain two-digit numbers, half of which require regrouping…

Data are reported from the eighth individual interview conducted in 1981 with students participating in a 3-year study on addition and subtraction using verbal problem solving. Ninety-two third-grade children in two schools in Wisconsin that used the Developing Mathematical Processes program were individually administered l8 verbal problems that…

Recall of multiplication number facts is a major educational objective in elementary grades, yet some children never acquire total mastery. A microcomputer multiplication number facts training program was developed which incorporated programmed instructional features including feedback, positive reinforcement, vanishing, branching and pairing.…

This paper describes the various procedures associated with the individual interviews that are part of the data gathering processes of the Coordinated Study being carried out by the Mathematics Work Group of the Wisconsin Research and Development Center for Individualized Schooling. The first major section describes the six basic verbal addition…