An investigation into numerical errors of six- and seven-year-old children

This thesis reports an investigation into numerical errors of six- and seven-year-olds, with special reference to two aspects of subtraction. A method was found for categorising children into four levels of attainment. Teaching programmes were then devised to help them proceed forward to their next level. The first programme, using concrete aids, had a highly significant success rate. The children on the second programme, involving symbolism, achieved only partial success. Children who failed even the first programme were studied in depth and a sequence of special remedial work was devised which proved very successful. This, could be adopted widely by teachers to help children understand and enjoy work on subtraction.