Several ideas for questions and settings for interviews are presented. It is noted that although subtraction is used as an example in each case, most of the material can be easily adapted to the other basic operations. Many problems are noted with standard diagnostic tests and use of them is discouraged. (MP)

The need for mathematics specialists, similar to those often supplied for elementary schools in music, art, and physical education, is promoted. Such specialists should have special training to diagnose learning patterns. (MP)

Diagnostic teaching is described and discussed. Different types of errors are explained and examples of errors and their possible diagnoses are given. (MK)

Procedures enabling teachers to diagnose and analyze a child's ability to understand and memorize basic facts are described. (JT)

Diagnosis of student errors in mathematics is discussed and 12 guidelines for effective diagnostic procedures are presented. (MK)

Recommendations for remediation of 28 distinct common error patterns in arithmetic computation are described. (SD)

Suggestions are given for effective classroom diagnosis and remedial instruction techniques that may provide some mathematical therapy. (JT)

Examples of four interviews are presented to serve as sample evidence in support of more comprehensive diagnostic procedures in assessing reliably and validly the weaknessess and strengths of learners. The search for computational errors is seen to go beyond standard paper and pencil tests. (Author/MP)

A description is given of several theories of learning styles. The implications for mathematics education are discussed; special attention is given to corrective teaching. (MK)

A game with a flexible format that can be used at any grade level and with almost any content is described. The game can be used to provide diagnostic information to the teacher, practice, review, or reinforcement. (MK)

In teaching mathematics to preservice elementary teachers, the author presents classroom incidents for which each student must write what he or she would do in the situation. The write-ups are then discussed in small groups. This technique seems to help students apply the mathematics they are learning to the classroom. (SD)

A discussion is presented which includes the following topics: purposes of testing, planning your test, instructional objectives, testing understanding, testing computation, testing applications and problem solving, evaluation and diagnosis, marking, and communicating with parents. (MK)

Suggestions for group diagnosis are given. Examples of questioning techniques, test items, and mini quizzes are presented. (MK)