Algebra word problems were analyzed in terms of the information integration tasks that are required to solve the problems. These tasks were classified into three levels: value assignment, value derivation, and equation construction. Novices (35 first year algebra students) and experts (13 analytic geometry students) were compared on the proportion…

The performance of 60 fourth form pupils who had been taught to solve algebraic equations by the algorithmic or flow chart method was studied. A sizeable number of pupils were not using the flow chart method. Other types of errors are noted. (MNS)

On the Australian Mathematics Competition, boys responded correctly to more questions than did girls, but this difference came largely from a handful of questions. Responses to questions where sex differences occurred are discussed. (MNS)

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)

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

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)

A content-oriented analysis of written solutions to test items in Israeli high school graduation examinations in mathematics yielded six error categories: misused data; misinterpreted language; logically invalid inference; distorted theorem or definition; unverified solution; and technical error. (Authors/MNS)

The evidence suggests that students in grades 5 through 8 have difficulty relating isometric type drawings to the rectangular solids they represent. Errors made by students were analyzed and the effect of instruction in spatial visualization activities assessed. (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)

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)

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)

Seven graduate students in a seminar on classroom computing received instruction in LOGO programming. Programming protocols were collected periodically and examined for errors and misconceptions; in-depth interviews were conducted in order to understand specific misconceptions better. As novice students transit from instruction to experience in…