Students come to the classroom with theories that they have actively constructed from their everyday experiences. However, some of these theories are incomplete half-truths. Although such misconceptions interfere with new learning, students are often emotionally and intellectually attached to them. Some common mathematical misconceptions involve:…

Considered is a conceptual analog of buggy algorithms and rule-based mathematical development. The investigations consider whether children's efforts to make conceptual sense of new mathematics instruction in terms of their available knowledge may sometimes lead them to make systematic errors. In particular, the possibility is explored that…

Some results of seven studies of children's native Finnish language acquisition from 1971-1980 are summarized, focusing on two aspects: the main features in the development of Finnish inflection forms in 2-7-year-old children, and selected information derived from children's errors at the various age levels. Subjects were 260 children attending…

Latent class models for mastery testing differ from continuum models in that they do not postulate a latent mastery continuum but conceive mastery and non-mastery as two latent classes, each characterized by different probabilities of success. Several researchers use a simple latent class model that is basically a simultaneous application of the…

This transcript and guide of a two-cassette course is designed to assist Hispanic immigrants erase their foreign accents. The course is appropriate for either individual or group study. The guide includes narrative and taped demonstrations of American English that pinpoint typical phonological barriers and pronunciation difficulties and provide…

Reported are data from the first individual interview conducted in 1978 as part of a 3-year study on addition and subtraction using verbal problem solving. The research program is attempting to relate pupil performance on selected arithmetic skills to pupil cognitive processes, instructional materials, and teachers' classroom behaviors. From three…

Reported are data from the second individual interview conducted in 1979 as part of a 3-year study on addition and subtraction using verbal problem solving. From three schools in Wisconsin that used the Developing Mathematical Processes program, l50 first-grade children were individually administered six problem types (two solvable by addition and…

Data are reported from the third individual interview conducted in 1979 as part of a 3-year study on addition and subtraction using verbal problem solving. From three schools in Wisconsin that used the Developing Mathematical Processes program, l50 first-grade children were individually administered six problem types (two solvable by addition and…

Data are reported from the fourth individual interview conducted in 1979 as part of a 3-year study on addition and subtraction using verbal problem solving. Ninety-nine second-grade children in two schools in Wisconsin that used the Developing Mathematical Processes program were individually administered six problem types (two solvable by addition…

Data are reported from the fifth individual interview conducted in 1980 as part of a 3-year study on addition and subtraction using verbal problem solving. Ninety-six second-grade children in two schools in Wisconsin that used the Developing Mathematical Processes program were individually administerd six problem types (two solvable by addition…

Data are reported from the first and second individual interviews conducted in 1980 in the second phase of a 3-year study on addition and subtraction using verbal problem solving. The second phase is concerned with children's performance on verbal addition and subtraction problems which contain two-digit numbers, half of which require regrouping…

Data are reported from the eighth individual interview conducted in 1981 with students participating in a 3-year study on addition and subtraction using verbal problem solving. Ninety-two third-grade children in two schools in Wisconsin that used the Developing Mathematical Processes program were individually administered l8 verbal problems that…

A study examined the effectiveness of English dictionaries in assisting in error correction by beginning learners of English as a second language. Lexical errors made in examinations were collected and coded by type, and the usefulness of the "Longman Active Study Dictionary", designed for ESL learners, in helping to correct the errors was…

The research on which this study is based found that 50% of the errors in English of French-speaking students were due to interlingual causes and 50% had their source within the target language itself. The question of a correlation between the errors and the teaching method used is explored. Five methods are discussed and evaluated:…

An analysis is presented by the Puerto Rico office of the College Board of the English as a Second Language Achievement Test (ESLAT), which was undertaken to measure the specifications and item content of the examination against the students' performance. The report, based on 400 randomly selected structure items used in one or more versions of…