Abstract
Diagnostic procedures in arithmetic may be roughly grouped into two classes: (1) those (called PI in table headings) which require inti mate contacts with individual children (the personal interview and the case method), and (2) those (called AT) which depend upon the analysis of written records of performances (test papers, for example). Of the two groups of procedures, the second has been much more popular. A tabulation of studies published through the year 1930 and dealing with pupils' processes and pupils' difficulties in arithmetic reveals the ratio to be about 3: 2 in favor of the second group. This ratio, however, is probably very much too low to describe the situation with respect to practical classroom diagnosis. Here the ratio may mount as high as 3 :1 or even 5 :1.
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