The author argues that a knowledge of mathematical structure is only helpful to the high ability student. (MM)

The performance of 60 fourth form pupils who had been taught to solve algebraic equations by the algorithmic or flow chart method was studied. A sizeable number of pupils were not using the flow chart method. Other types of errors are noted. (MNS)

Evidence was collected to support previous research findings that children prefer quantitative to formal methods of solving linear equations. They find formal methods difficult. How to help them become more receptive to learning formal methods is discussed. (MNS)

A distinction is made between estimation and checking, and an analysis of standard errors made on calculators when pupils are checking answers is given. (MP)

This study involved 179 9-year-olds and 352 13-year-olds in New Zealand. Four addition and four subtraction tasks were set to ascertain students' ability to use the number line. Comparison of these data with results from the national assessment in the United States are given. (MNS)

This report discusses students' understanding of the algebraic concepts of gradient and intercept with respect to simple graphs. A pilot study is described which attempts to identify the difficulties students encounter and determine the number of students who have these difficulties. (MK)

Ten examples of when the sequences of key presses given in calculator instruction booklets are either inefficient or lead to an incorrect answer are given. (MNS)

This is a preliminary report on research into computational errors made by six- and seven-year-olds. (Author/MK)

The purpose of this report is to make a tentative contribution to the knowledge of students' understanding of the significance of numerical information. The article relates to a study made by the author. (Author/MK)

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)

Results from an English assessment of achievement on two geometric topics, line symmetry and angles, are reported. Contrasts in the patterns of responses to related items, and to the same items by pupils aged 11 or 15, are highlighted. (MNS)

Results from testing long division with students from age 11 to Continuing Education were traced. A much higher percentage of wrong answers was given when there was an embedded zero in the answer. (MNS)

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)