Abstract
In addition to the written record a pupil makes as he uses pencil and paper to compute, it is often helpful to know the thinking associated with that record. Recent experience in a research study indicates that knowledge of a pupil's thinking, as he computes, can be determined by carefully conducted individual interviews. The study has been reported under the title Some Computational Strategies of Seventh Grade Pupils (Lankford 1972). It was based on interviews with 176 seventh-grade pupils enrolled in schools in Richmond, Virginia; Northumberland County, Virginia; Washington, D. C.; Atlanta, Georgia; Detroit, Michigan; and Denver, Colorado. In each school system, all pupils in one intact class in a single school were used.
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