Abstract
This paper arose from research on numerical errors by 6 and 7 year-olds particularly in subtraction. The present investigation covers four categories: 11 year-olds: school-leavers: student nursery nurses: bus conductor trainees. The central questions were whether earlier errors recurred at these later stages and how far feelings towards the subject (sometimes formed when young) affected performance. The sample was small (N=93) but the results at least suggest questions and directions for further work. In each category, for example, over 25 per cent got a very basic subtraction ‘sum’ wrong. This indicates that some young children are asked to do sums which are beyond their comprehension and the resulting confusion is difficult to remedy later.
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