Using Logo to work through a maze is described. Suggested programs to help students learn to debug programs are also included, along with the story of the original "computer bug." (MNS)

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

Fourth-grade students in Title I mathematics took 40-problem tests to determine types of persistent errors made in addition and subtraction. Tests, administered to 117 students (addition) and 104 students (subtraction), were analyzed for basic fact, random, or procedural errors. Findings are reported and discussed, and recommendations for…

The informal subtraction strategies that children develop are discussed in detail, with the role of the counting-down strategy described. Problems and remedies for difficulties caused by counting backward and the double count are also presented. (MNS)

Diagnostic evaluation is a major way to help students overcome errors. How such evaluation can be done is discussed, with comments on what should be checked and recorded by the teacher. (MNS)

What two teachers found when they took a close look at the results of a sentence-solving test given in grades four and five is reported. Error patterns appeared less frequently after instruction but recurred on retention tests. How students can be helped is suggested. (MNS)

Some research about students with learning disabilities that textbook publishers need to consider as they revise problem-solving materials is briefly cited. (MNS)

Four basic types of student errors in computation are noted and described. These are: (1) mechanical, (2) careless, (3) conceptual, and (4) procedural. It is felt many teachers deal with all errors as if they were of the unhabituated procedural type, with not enough attention given to other possibilities. (MP)

Examines a variety of mistakes found in published materials and practiced by classroom teachers. Provides examples of mistakes in reading time, place value, price notation, geometry, and language. (YP)

Dialogue from an interview with a child about division basic facts is presented. The facts are considered by groups, and specific errors are noted. Finally, remediation ideas are given. (MNS)

The need to provide understandable problems and ways to help children understand problems are explored. An interview with a sixth grader depicts his incorrect strategies and leads to suggestions for teaching problem solving using a range of mathematical models for each operation. (MNS)

Delineates and describes four types of questions which may help teachers learn more about student understanding, namely, silent questions, oral questions, written questions, and students' questions. (PK)