Thirty-five secondary school children were interviewed on a one-to-one basis using questions which involved concepts considered as basic to the notion of ratio. One implication of the study is that a doubling ability is no indication of the ability to tackle other ratio questions. (MN)

A brief overview is given of a research project funded to investigate the cause and cure of errors in ratio and proportion, algebra, and fractions. Choosing pertinent information, interviewing students, listing significant features, developing lessons, and testing the materials are considered. (MNS)

Findings on ratio and on fractions from a research project on strategies and errors in secondary mathematics are discussed, with typical errors described. Pupils seemed to learn rules without understanding. (MNS)

Results obtained from 11- and 15-year-olds on tests of understanding of decimal place value and its influence on addition and subtraction skills are reported and discussed. (MNS)