Reported is a study on solution methods used by third-grade students as they solve open sentences involving addition and subtraction. A list of methods that children might use is compared to a frequency tally of those methods used by a group of 32 students who solved 16 problems. (JP)

Types of errors made by children in addition and subtraction are presented and discussed. Suggestions are given for testing, diagnosing, and prescribing for instruction. (MNS)

Diagnosis is discussed as it applies to individualized and/or diagnostic instruction. (JT)

The need for mathematics specialists, similar to those often supplied for elementary schools in music, art, and physical education, is promoted. Such specialists should have special training to diagnose learning patterns. (MP)

The advantages of using interviews to diagnose children's needs are discussed. General interview strategies and specific questions for gaining insight into a student's understanding of the four operations are presented. (MNS)

Procedures enabling teachers to diagnose and analyze a child's ability to understand and memorize basic facts are described. (JT)

Diagnosis of student errors in mathematics is discussed and 12 guidelines for effective diagnostic procedures are presented. (MK)

Methods that have been used with a high degree of success in correcting errors in subtraction are discussed. (JT)

A teacher-made mathematics kit with activity cards, worksheets, and record-keeping grids is described. A procedure for working with the students and the kit for reinforcing computational skills is outlined. (JT)

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)

Requirements for assessment under Public Law 94-142, the development of an Individualized Education Program for each handicapped child, the least restrictive environment, handicapping conditions, implementation procedures, diagnostic teaching strategies and learning conditions, teaching ideas, and a format for diagnostic interviews are each…

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)

Misconceptions that children exhibit about area concepts are identified. Diagnostic teaching suggestions are given. (JT)

The minicourse Individualizing Instruction in Mathematics" by the Far West Laboratory for Educational Research and Development is described. (RS)

Teachers are encouraged to use the results of assessments to plan specific educational programs. Information is provided about the nature of diagnostic testing, with both content and process error analysis discussed. The nature of prescriptive teaching is detailed to show how to devise remediate activities after student problems are analyzed. (MP)