Abstract
It ?s possible to have research on a purely academic basis, and while it may not be valuable positively, it can have a certain amount of negative value. For example, it is possible to study the errors which pupils make in division of decimals at upper grade levels. It is interesting to note2 that 70% of the errors which do occur in the division of decimals are peculiar to decimal situations. It is interesting to note that practically every type of error which can occur, does occur. It is interesting to note that decimal errors, grades 6-9 inclusive, can be grouped into twenty-one classifications; that errors resulting from placing the point or shifting the point are high and reasonably constant throughout these grades; that zero errors increase at the ninth grade level; and that all told, results are so poor as to suggest that something very radical should be done.
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