During the school year 1957—58, a number of teachers at the Sidney Pratt Elementary School were concerned about whether certain students were being fully challenged in arithmetic. Providing enrichment activities in a somewhat structured program at each grade level did not, in the teachers' opinion, enable all students to attain their full potential. These teachers thought that an accelerated program would be beneficial to pupil growth. Other teachers believed that the enrichment program then in use in the school would be better for the children. “What should we do?” was the question asked at a staff meeting. “Let's find out!” was the answer.

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WILL EXPOSING PUPILS TO ERRORS generally made in the addition and subtraction of fractions result in a lower level of achievement than if conventional procedures are followed? Certain studies in typewriting, spelling, language, punctuation, and speech have claimed that an exposure to errors will either result in adverse effect on the achievement level or will result in a higher level of achievement. As no rigorous studies related to this problem in the area of arithmetic have been reported in the literature, the author in a doctoral dissertation1 determined to what extent the identification and correction of typical errors embedded in practice exercises in addition and subtraction of fractions affected learning of these processes.

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