Instructional strategies that will develop the concept of a fraction are presented. Fractions as counting numbers, measures, and subdivisions are included, with a combination of regions and number lines suggested as a teaching aid. (MNS)

Results from an English assessment of achievement on two geometric topics, line symmetry and angles, are reported. Contrasts in the patterns of responses to related items, and to the same items by pupils aged 11 or 15, are highlighted. (MNS)

Results of a study of sound system acquisition of five-year-old students of English-as-a-second-language show that first- and second-language learners exhibit similar but not identical simplification processes, and that evidence for a common developmental sequence in acquisition of consonant sounds was limited. (MSE)

The accuracy of data collected by Dutch geography students in a field study of commercial activities in a French city was monitored with data available from official lists. The causes of error, both in student work and official sources, and some lessons for future field work are examined. (Author/IS)

A study of certain aspects of second language learning among three university students, all in an advanced ESL class at UCLA. An error analysis of written verb forms was undertaken. An examination of correction revealed that it was neither systematic nor enlightened enough to actually influence error production. (Author/RM)

In this paper we describe a number of types of errors and underlying misconceptions that arise in mathematical reasoning. Other types of mathematical reasoning errors, not associated with specific misconceptions, are also discussed. We hope the characterization and cataloging of common reasoning errors will be useful in studying the teaching of…

Discusses the use of English for purposes of comparison and illustration in teaching German grammar. (RS)

Excerpt from a research report supported by a Regional English Language Centre fellowship. (DD)

Results of this study reinforce Kagan's postulation of reflection-impulsivity as a dimension of cognitive style which influences performance on a wide variety of reading-like tasks. (Authors)

Paper presented at Indiana University, Bloomington on February 24, 1971, under the auspices of the Committee for Research and Development in Language Instruction. (VM)