The study investigated types of errors made by learning disabled children by analyzing written responses to multiplication and division problems. Error classifications are discussed, and possible causes are suggested. The importance of thorough investigation of errors by teachers is stressed. (Author/DB)

Describes a diagnostic and remedial spelling approach used with high school students. (HOD)

Several examples of mathematical diagnosis using microcomputer software are presented, with possible future considerations suggested. Three limitations of the software are discussed. (MNS)

The article suggests use of a miscue analysis of mathematics problems in children with learning difficulties. Analysis of errors, past learning, and monitoring of progress are illustrated with a case study of a 10-year-old British learning disabled boy. (DB)

Specific procedures for assessing a handicapped student's mastery level within a continuum of mathematics skills are described, and analysis of error patterns discussed. (CL)

A computer program is given which will generate a list of descriptions of the items to which a student has responded incorrectly on the Keymath Diagnostic Arithmetic Test. It is designed for the TRS-80, Model III, with two disk drives. The documentation lists all required materials, describes the six options and how to use them, indicates the…

Many worthwhile mathematical activities can be generated by an overgeneralization. Some conjectures and their verification are described, with some exploration of historical procedures. (MNS)

A set of brief reflections about different aspects of mathematical errors and their roles in education is given. The nature and variety of errors and their positive use in learning mathematics are highlighted. (MNS)

The article reviews the development of mathematics error analysis as a means of diagnosing students' cognitive reasoning. Errors specific to addition, subtraction, multiplication, and division are described, and suggestions for remediation are provided. (CL)

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)

Four informal assessment techniques to detect student mistakes in math, increase motivation, and improve achievement include the following: building models and generating word problems, thinking aloud, building mathematical sentences, and making mathematical sentences to answer questions in word problems. (DB)

Four different conceptions of error-making from a pedagogical perspective are developed. Using errors as springboards for learning is advocated, so that better understanding of content and of the nature of mathematics results. (MNS)

This is a report of an application of the interpretation of errors and springboards in a real-life situation. If and why we need to reduce fractions is considered. (MNS)

A common mistake in adding fractions involves the confusion betwen the concepts of fraction and ratio. A coherent system to operate with ratios is developed. (MNS)