Recurring precalculus and calculus student mistakes (RCMs) are
defined, and a class of RCMs is examined. Evidence is presented that
such <i>notationally related</i> student mistakes are fairly common. A
subset of such mistakes is further analyzed, with the data suggesting
that certain conceptual student misunderstandings, particularly those
relating to the dual nature of functions (operators versus objects)
underlie many of these notational mistakes. Nevertheless, it appears
that misleading or ambiguous notation is often an additional
factor contributing to such RCMs.

<P>Quantitative and qualitative analysis of a sample of calculus final
exams is used along with entries from a journal in which commonly
observed student mistakes were recorded. Supplemental evidence is
taken from a quantitative analysis of <i>The Most Common Mistakes in
Undergraduate Mathematics</i>.  The concluding discussion includes
possible implications for teaching, notational reform, and avenues for
further investigation.