Samples of children in English secondary schools were given a test on integers, as part of the investigation into children's understanding of mathematics undertaken by the Concepts in Secondary Mathematics and Science (CSMS) project. This is a brief report of the performance of the third-year children. (Author/MK)

This is a preliminary report on research into computational errors made by six- and seven-year-olds. (Author/MK)

Reports students were more successful in estimation for a problem in context than for the pure computation. Describes students' strategies to make estimates in context. Discusses how to teach estimation. (YP)

Describes a research project designed to monitor the transition from work based on concrete materials to the more formalized aspect of mathematics found in secondary schools. The topic of subtraction was chosen by three teachers who were involved in the investigation. (PK)

Results from testing long division with students from age 11 to Continuing Education were traced. A much higher percentage of wrong answers was given when there was an embedded zero in the answer. (MNS)

This article examines the level of understanding by children (six- to seven-year-olds) of the addition and equality symbols. The article reports that about half of the subjects were unable to write the mathematical expression of simple addition while they were able to do it verbally. (YP)