Discusses errors made by remedial intermediate algebra students in factoring polynomials in light of student definitions of factoring. Found certain beliefs about factoring to logically imply many of the errors made. Suggests that belief-based teaching can be successful in teaching factoring. (16 references) (Author/MKR)

Cognitive load theorists have frequently used subjective measures of cognitive load to test the effectiveness of instructional procedures. This study sought to broaden the applications of subjective measures by testing their ability to detect variations in intrinsic cognitive load within tasks. In two experiments students were asked to complete…

Evidence was collected to support previous research findings that children prefer quantitative to formal methods of solving linear equations. They find formal methods difficult. How to help them become more receptive to learning formal methods is discussed. (MNS)

Provides suggestions for helping student writers deal with predication. (FL)

This study is an investigation of the effects of multiple listenings on error-detection identification and labeling accuracy among brass and woodwind instrumentalists. Examples derived from band music used balanced four-voice incipits performed with differing timbres, and errors that occurred in one or multiple voices. Response rates for correct…

We compared the effects of guided lecture notes versus completed lecture notes on pre- to postlecture improvements in quiz performance across two sections of a college course. The results of a counterbalanced multielement design did not reveal consistent differences between the two note formats on students' mean quiz scores. However, fewer errors…

The purpose of this study was to examine the effects of two methods of teaching reading upon reversal errors. A sample of 210 pupils in grades one through four were selected for this study. One half of the group had learned to read through an analytic method while the other half had learned through a synthetic method. Since the synthetic group had…

This article provides the results of an investigation of the system of pronunciation faults of English speakers learning French, and describes means of correction based on the verbo-tonal system. (Text is in French.) (CLK)

Practical suggestions for the treatment of false cognates and makeshift or expedient translations in vocabulary instruction. (RS)

Diagnostic teaching is described and discussed. Different types of errors are explained and examples of errors and their possible diagnoses are given. (MK)

A study to determine if "random" or "careless" errors in multiplication made by individual students take on discernible patterns is described. Implications for teaching are discussed. (MK)

An approach to error identification in swimming strokes is presented based on principles of hydrodynamics and human movement and their application in swimming, systematic observation, and recognition of inefficient movement patterns followed by correction measures. (JMF)

An experimental study was conducted of 2 different approaches to the correction of consistent subtraction errors in 6 students aged 12-13. Tentative findings demonstrate the superiority of the old way/new way method compared to use of Multibase Arithmetic Blocks and place value charts. (JDD)

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)