Abstract
Fredda J. Friederwitzer Educational Support Systems, Inc., Staten Island, New York The knowledge and understanding which students acquire from their elementary mathematics experiences comprise the foundation upon which future mathematics learning is based. Unfortunately, in recent years it appears that large numbers of children are acquiring adequate low-level computational skills but are unable to utilize them at a higher level (National Assessment of Educational Progress 1979). In response to this situation, a variety of instructional strategies which purport to enhance or improve mathematical learning have been developed. Of these, the diagnostic-prescriptive approach appears to us to be most promising. However, we wish to point out that the diagnosis of errors and subsequent prescription of corrective activities should not be reserved for
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