Various studies suggest that French students (grades 7 to 10) may solve geometric problems within a paradigmatic framework that differs from that assumed by teachers, a situation prone to misunderstandings. In this paper, we study the extent to which secondary school teachers recognise the conflicting paradigms and how they handle the geometric…

Diagnostic interviews were conducted with third graders to determine why they made mistakes on sixteen arithmetical tasks. A modified version of the Newman method of analyzing errors is discussed and applied to these interviews. (MP)