An approach to teaching factors and terms is offered that builds directly on students' knowledge of arithmetic. Errors arising from factor and term confusions are noted, followed by the pedagogical strategy of exploration, invention, and discovery. (MNS)

Structuring the algebra course to provide a link between a student's existing knowledge and the new topic being presented is discussed. Developing relationships among topics is suggested through examples describing a mathematical problem and effective teaching approaches. Stress is placed on teachers reflecting on mistakes pupils are likely to…

In this study, 35 students in two sections of a second remedial mathematics course for technical majors were given lectures with and without intentional errors. Achievement in the non-error group was higher, but evaluation scores for teachers making errors were higher. (MNS)

The use of the microcomputer in an interactive graphics mode offers exciting possibilities for mathematics and science education. Errors made with graphs are used to introduce ideas of what should be taught. Both understanding equations and graphing utilities are stressed. (MNS)

A lesson in editing was learned from a study of errors made on a national mathematics test in Israel. Analysis indicated that the errors were often caused by careless printing of the test, misleading figures, poor designations, or ambiguous phrasing. (MNS)

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)

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)

The article presents a six-step procedure for analyzing spelling errors, selecting instructional tactics, and setting performance standards for correcting persistent spelling errors. (DB)

In one approach to French second-language instruction, students use free writing assignments to express themselves in their newly learned second language. The primary objective is to encourage students to use the language in a nonthreatening context; it also offers the teacher insights into student problems and needs. (MSE)

A discussion of errors made in second-language learning focuses on the control that the speaker himself exerts over mistakes and argues that this would be a useful area for further research. Implications of such analysis for second-language instruction are considered. (MSE)

Common problems encountered in teaching Chinese that involve classical, intentional malapropisms (learned errors) are discussed. Three aspects unique to Chinese are addressed: (1) since Chinese writing is logographic, some malapropisms occur because of similar graphs; (2) since many expressions come from classical Chinese, and instruction in…

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)

Three theorems for Pythagorean triples are presented, with discussion of how students can amend their ideas about such numbers. (MNS)

Guidelines for effective ecological assessment are put forth in the form of a list of diagnostic questions and a checklist of variables in the child's environment that may be contributing to behavior problems. Physical, psychosocial, and physiological factors are listed for consideration in analyzing the totality of influences on the child. (PB)