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)

This booklet is a catalog of error patterns found in basic arithmetic and algebra courses. It is intended to be used as a resource by instructors and tutors teaching these concepts. The material is divided into major concept headings with subheadings. The error patterns are named and given a brief general description followed by a specific example…

This document contains 15 research papers presented at the Fourth and Fifth Annual Conferences of the Research Council for Diagnostic and Prescriptive Mathematics. The papers are organized into four sections. In part I, four position papers by Romberg, Engelhardt, Ashlock, and Heddens reflect research ideas which underlie the Council. Part II…

Evidence on learning problems due to dyscalculia is surveyed. Definitions, factors responsible for dyscalculia, split-brain research and hemispheric roles, mathematics learning problems and personality, materials for instruction, and levels of knowing mathematics are among the topics discussed with an extensive list of references. (MNS)

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)

The process of transition from a novice's state to that of an expert, in the domain of decimals, is described in terms of explicit, intermediate, and transitional rules which are consistent yet erroneous. Data from students in grades 6-9 are included. (MNS)

This study sought to evaluate a measure of dyscalculia to determine its validity and reliability. It also tested use of the instrument with seventh graders and ascertained where errors attributed to dyscalculia were also present in an average sample of seventh graders. Results varied. (MNS)

Seventh-grade students were tested to uncover arithmetic errors. Answers and intermediate steps were analyzed and models to represent students' behavior were developed. Certain errors were common across students. Others were tied to the format of the test item. Some superficial understandings of mathematical concepts were exposed. (Author/DC)

Research on the psychological processes involved in early school arithmetic has now accumulated sufficiently to make it possible to construct a coherent account of the changing nature of the child's understanding of number during the early school years. This monograph presents an account of how number concepts are extended and elaborated as a…

This issue contains abstracts and critical comments for 11 articles. Three articles focus on problem solving; the remainder concern understanding of the equals sign, mathematical structure, mathematical abilities, the role of language in tasks involving sets, sex differences in mathematical errors, subtraction, algorithms as schemes, and…