Identificando comportamentos pré-requisitos para o ensino da adição e da subtração
Autor(a) principal: | |
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Data de Publicação: | 2005 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16839 |
Resumo: | The educator can carry out the teaching starting by the behaviors already established in the student s repertoire, which reminds us the importance of developing instruments to assess this repertoire of the student.. The purpose of the present research was to construct a sequence of prerequisite behaviors to the teaching of addition and subtraction, to construct an instrument that would allow us to describe a sample of the child s performance on tasks involving those behaviors identified in the sequence, and to test this instrument with children. The construction of the sequence of behaviors was made through he comparison of the behaviors proposed in the National Reference Curriculum to Child Education (1998), which guides the teaching of children in pre-schools; in the National Curriculum Parameters to Elementary Teaching (2000), devoted to the teaching of children in elementary schools; in elementary mathematics skills teaching programs presented by behavior analysts; and in didactic books. The comparison between these different works indicated that they were complementary, proposing behaviors related to the behaviors proposed by others, and making a gradual increase in the difficulty between behaviors. The sequence was composed by behaviors that involved the relation between spoken numbers, quantities, and numerals, comparisons between quantities and numerals, ordering quantities and numerals in ascending and descending sequences and addition and subtraction signs. The tasks that tested these behaviors involved simple discrimination, non-conditional discrimination, conditional discrimination, and constructed-response.. The instrument built, which had the sequence of behaviors as the starting point, was tested with a pre-school child and two elementary school children. The stimuli used in each task were either printed in sheets of paper or figures, sets and numerals presented separately..After being instructed, the child emitted an active response and consequences contingent to his/her participation on the tasks were made available at the end of the session. Based on the children s performances, it could be noticed that the instrument (although needed to have some tasks reformulated) was useful for identifying irrelevant dimensions of the stimulus that controlled correct and incorrect responses, which frequently come unnoticed by the teachers in classrooms, and also for identifying that the mistakes committed by the children were mostly behaviors involving numeric values bigger than three and complex behaviors that involved a combination of the concept of number and some other concept |
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Micheletto, NilzaDonini, Rafaella2016-04-29T13:18:10Z2007-07-262005-05-13Donini, Rafaella. Identifying prerequisite behaviors to the teaching of addition and subtraction. 2005. 239 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005.https://tede2.pucsp.br/handle/handle/16839The educator can carry out the teaching starting by the behaviors already established in the student s repertoire, which reminds us the importance of developing instruments to assess this repertoire of the student.. The purpose of the present research was to construct a sequence of prerequisite behaviors to the teaching of addition and subtraction, to construct an instrument that would allow us to describe a sample of the child s performance on tasks involving those behaviors identified in the sequence, and to test this instrument with children. The construction of the sequence of behaviors was made through he comparison of the behaviors proposed in the National Reference Curriculum to Child Education (1998), which guides the teaching of children in pre-schools; in the National Curriculum Parameters to Elementary Teaching (2000), devoted to the teaching of children in elementary schools; in elementary mathematics skills teaching programs presented by behavior analysts; and in didactic books. The comparison between these different works indicated that they were complementary, proposing behaviors related to the behaviors proposed by others, and making a gradual increase in the difficulty between behaviors. The sequence was composed by behaviors that involved the relation between spoken numbers, quantities, and numerals, comparisons between quantities and numerals, ordering quantities and numerals in ascending and descending sequences and addition and subtraction signs. The tasks that tested these behaviors involved simple discrimination, non-conditional discrimination, conditional discrimination, and constructed-response.. The instrument built, which had the sequence of behaviors as the starting point, was tested with a pre-school child and two elementary school children. The stimuli used in each task were either printed in sheets of paper or figures, sets and numerals presented separately..After being instructed, the child emitted an active response and consequences contingent to his/her participation on the tasks were made available at the end of the session. Based on the children s performances, it could be noticed that the instrument (although needed to have some tasks reformulated) was useful for identifying irrelevant dimensions of the stimulus that controlled correct and incorrect responses, which frequently come unnoticed by the teachers in classrooms, and also for identifying that the mistakes committed by the children were mostly behaviors involving numeric values bigger than three and complex behaviors that involved a combination of the concept of number and some other conceptO educador pode implementar o ensino partindo dos comportamentos que já estão estabelecidos no repertório do aluno, o que remete à importância de serem elaborados instrumentos que caracterizem esse repertório de entrada do aluno. Sendo assim, a presente pesquisa teve como objetivos construir uma seqüência de comportamentos pré-requisitos para o ensino da adição e da subtração, construir um instrumento que permitisse descrever uma amostra de desempenho de crianças em tarefas envolvendo aqueles comportamentos identificados na seqüência, e testar esse instrumento com crianças. A construção da seqüência de comportamentos foi feita a partir da comparação dos comportamentos propostos no Referencial Curricular Nacional para a Educação Infantil (1998), o qual orienta o ensino de crianças que freqüentam instituições de educação infantil, nos Parâmetros Curriculares Nacionais para o Ensino Fundamental (2000), dedicado ao ensino de crianças freqüentadoras do primeiro e do segundo ciclos do ensino fundamental, nos programas de ensino do repertório matemático elementar apresentados por analistas do comportamento, e em livros didáticos. A comparação entre os diversos trabalhos indicou que eles se complementam, uns propondo comportamentos que se relacionam aos comportamentos propostos por outros, e tornando mais gradual o aumento de dificuldade entre os comportamentos. A seqüência foi composta de comportamentos que envolveram a relação entre números falados, quantidades e numerais, comparações entre quantidades e numerais, ordenação de quantidades e numerais nas seqüências crescente e decrescente e sinais de adição e de subtração. As tarefas que testaram tais comportamentos envolveram discriminações simples, discriminações não condicionais, condicionais e resposta construída. O instrumento construído a partir da seqüência de comportamentos foi testado com uma criança freqüentadora de uma instituição de educação infantil, com uma criança do primeiro ciclo do ensino fundamental e outra criança freqüentadora do segundo ciclo. Os estímulos usados em cada tarefa eram ou impressos em folhas de papel ou apresentados de maneira avulsa. Após a instrução, a criança emitia um resposta ativa e conseqüências contingentes à participação nas tarefas eram liberadas no final da sessão. A partir do desempenho das crianças, observou-se que o instrumento, embora tenha que ter algumas de suas tarefas reformuladas, foi útil ao identificar dimensões irrelevantes do estímulo que controlaram respostas corretas e incorretas das crianças, controle este que freqüentemente passa desapercebido por professores em sala de aula, e ao identificar que os erros se concentraram em comportamentos que envolveram valores numéricos superiores a três e em comportamento complexos que envolveram o entrelaçamento entre o conceito de número e algum outro conceitoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/35563/Dissertacao%20Rafaella%20Donini.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Psicologia Experimental: Análise do ComportamentoPUC-SPBRPsicologiamathematicsprerequisite behaviors for subtraction and additionstimulus controlAnálise do comportamentoMatemáticacontrole de estímulosCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALIdentificando comportamentos pré-requisitos para o ensino da adição e da subtraçãoIdentifying prerequisite behaviors to the teaching of addition and subtractioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTDissertacao Rafaella Donini.pdf.txtDissertacao Rafaella Donini.pdf.txtExtracted texttext/plain446659https://repositorio.pucsp.br/xmlui/bitstream/handle/16839/3/Dissertacao%20Rafaella%20Donini.pdf.txt84cf1554d656a01b396ddde9a74ea472MD53ORIGINALDissertacao Rafaella Donini.pdfapplication/pdf2309638https://repositorio.pucsp.br/xmlui/bitstream/handle/16839/1/Dissertacao%20Rafaella%20Donini.pdf405d21097a263527ef48b0256483d536MD51THUMBNAILDissertacao Rafaella Donini.pdf.jpgDissertacao Rafaella Donini.pdf.jpgGenerated Thumbnailimage/jpeg2104https://repositorio.pucsp.br/xmlui/bitstream/handle/16839/2/Dissertacao%20Rafaella%20Donini.pdf.jpgc4715912a635b5fbde63d2a9b070733fMD52handle/168392022-04-27 18:54:07.659oai:repositorio.pucsp.br:handle/16839Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T21:54:07Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Identificando comportamentos pré-requisitos para o ensino da adição e da subtração |
dc.title.alternative.eng.fl_str_mv |
Identifying prerequisite behaviors to the teaching of addition and subtraction |
title |
Identificando comportamentos pré-requisitos para o ensino da adição e da subtração |
spellingShingle |
Identificando comportamentos pré-requisitos para o ensino da adição e da subtração Donini, Rafaella mathematics prerequisite behaviors for subtraction and addition stimulus control Análise do comportamento Matemática controle de estímulos CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
title_short |
Identificando comportamentos pré-requisitos para o ensino da adição e da subtração |
title_full |
Identificando comportamentos pré-requisitos para o ensino da adição e da subtração |
title_fullStr |
Identificando comportamentos pré-requisitos para o ensino da adição e da subtração |
title_full_unstemmed |
Identificando comportamentos pré-requisitos para o ensino da adição e da subtração |
title_sort |
Identificando comportamentos pré-requisitos para o ensino da adição e da subtração |
author |
Donini, Rafaella |
author_facet |
Donini, Rafaella |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Micheletto, Nilza |
dc.contributor.author.fl_str_mv |
Donini, Rafaella |
contributor_str_mv |
Micheletto, Nilza |
dc.subject.eng.fl_str_mv |
mathematics prerequisite behaviors for subtraction and addition stimulus control |
topic |
mathematics prerequisite behaviors for subtraction and addition stimulus control Análise do comportamento Matemática controle de estímulos CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
dc.subject.por.fl_str_mv |
Análise do comportamento Matemática controle de estímulos |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
description |
The educator can carry out the teaching starting by the behaviors already established in the student s repertoire, which reminds us the importance of developing instruments to assess this repertoire of the student.. The purpose of the present research was to construct a sequence of prerequisite behaviors to the teaching of addition and subtraction, to construct an instrument that would allow us to describe a sample of the child s performance on tasks involving those behaviors identified in the sequence, and to test this instrument with children. The construction of the sequence of behaviors was made through he comparison of the behaviors proposed in the National Reference Curriculum to Child Education (1998), which guides the teaching of children in pre-schools; in the National Curriculum Parameters to Elementary Teaching (2000), devoted to the teaching of children in elementary schools; in elementary mathematics skills teaching programs presented by behavior analysts; and in didactic books. The comparison between these different works indicated that they were complementary, proposing behaviors related to the behaviors proposed by others, and making a gradual increase in the difficulty between behaviors. The sequence was composed by behaviors that involved the relation between spoken numbers, quantities, and numerals, comparisons between quantities and numerals, ordering quantities and numerals in ascending and descending sequences and addition and subtraction signs. The tasks that tested these behaviors involved simple discrimination, non-conditional discrimination, conditional discrimination, and constructed-response.. The instrument built, which had the sequence of behaviors as the starting point, was tested with a pre-school child and two elementary school children. The stimuli used in each task were either printed in sheets of paper or figures, sets and numerals presented separately..After being instructed, the child emitted an active response and consequences contingent to his/her participation on the tasks were made available at the end of the session. Based on the children s performances, it could be noticed that the instrument (although needed to have some tasks reformulated) was useful for identifying irrelevant dimensions of the stimulus that controlled correct and incorrect responses, which frequently come unnoticed by the teachers in classrooms, and also for identifying that the mistakes committed by the children were mostly behaviors involving numeric values bigger than three and complex behaviors that involved a combination of the concept of number and some other concept |
publishDate |
2005 |
dc.date.issued.fl_str_mv |
2005-05-13 |
dc.date.available.fl_str_mv |
2007-07-26 |
dc.date.accessioned.fl_str_mv |
2016-04-29T13:18:10Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Donini, Rafaella. Identifying prerequisite behaviors to the teaching of addition and subtraction. 2005. 239 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16839 |
identifier_str_mv |
Donini, Rafaella. Identifying prerequisite behaviors to the teaching of addition and subtraction. 2005. 239 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005. |
url |
https://tede2.pucsp.br/handle/handle/16839 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento |
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PUC-SP |
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BR |
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Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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