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 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)

Several common errors reflecting difficulties in probabilistic reasoning are identified, relating to ambiguity, previous outcomes, sampling, unusual events, and estimating. Knowledge of these mistakes and interpretations may help mathematics teachers understand the thought processes of their students. (MNS)

Results from a British study on Strategies and Errors in Secondary Mathematics are considered. Students' views of algebra and their difficulties are summarized, with some suggestions for teachers. (MNS)

The article outlines specific procedures for analyzing student errors and using the information gained as a tool for making appropriate assessment and instructional decisions. (DLS)

Analysis of errors children make is modeled both with and without computers. Patterns of thinking are traced for a fifth grader, with the discussion focused on getting clues for remedial instruction by analyzing the dialog. (MNS)

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)

An overall schema of interpretation for programming instructors is given, so that the misconceptions students develop in programming can be determined more readily. Types of language-independent and -dependent bugs, how they can be identified, and how to help students overcome them are addressed. (MNS)

This study investigated the rates of successful mathematical performance and errors of information processing in third-grade children in California and continued an investigation of these factors in sixth-grade children. The objectives were to: (1) identify areas of mathematics in which the children had recognizable strengths and weaknesses, (2)…

The nature of arithmetic disabilities in children is discussed first in this review. Then research studies are reported, classified by cognitive and neuropsychological studies and social competency studies. Finally, suggestions for remediation are provided. (MNS)

Discusses the value of studying errors made by students in the process of learning science. Addresses 20 research questions dealing with student learning errors. Attempts to characterize errors made by students and clarify some terms used in error research. (TW)

The technique individuals use to narrow the possible responses in "solicits" (demands, requests, or questions requiring a response) in and outside the classroom often helps to avoid miscommunication and can be a useful tool for classroom teachers. A narrowing exercise was completed by 35 classes of native English and English as a second language…

Discusses the value of classifying the errors adult language learners make and of comparing them to errors made by children. It is suggested that teachers correct student errors in the same way parents correct children's errors in order to encourage successful learning. (CFM)

A study tested the hypothesis that spoken language has a strong direct influence on the encoding process, and that speakers of nonstandard dialects have a different set of problems with the written language and make identifiably different errors than do speakers of standard dialect. The subjects, 13 standard and 13 nonstandard dialect speakers…