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)

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)

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

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)

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)