Stimulus equivalence and increase of correct responses in addition and subtraction problems/Equivalencia de estimulos e aumento de acertos na solucao de problemas de adicao e subtracao/Equivalencia de estimulos y aumento de aciertos en la solucion de problemas de suma y Resta

• Published in: Paidéia cadernos de Psicologia e Educação 2013-09, Vol.23 (56), p.349
• Main Authors: Henklain, Marcelo Henrique Oliveira, Carmo, Joao dos Santos
• Format: Article
• Language: Spanish
• Subjects: Algorithms; Elementary school students
• ISSN: 1982-4327
• DOI: 10.1590/1982-43272356201309

In order to propose interventions that increase correct responses, investigations search for properties of arithmetic problems that hinder its solution. This study assessed whether the formation of two sets of addition and subtraction equivalence classes reaches that goal. It also investigated the effect of training in balance-type problem solving and the teaching of algorithms. Eight second to fifth-grade elementary school students served as participants. After the formation of classes, all participants showed an average growth of 25% at post-test 1. Later, at the end of the training in balance-type problem solving, there was an average growth of 25% in post-test 2. In Generalization Test 1, all participants showed correct responses above 75%. After the teaching of algorithms, an average growth of 8% was detected in Post-test 3, and 100% correct answers in the reapplication of the test generalization. The procedures employed produced gains in solving arithmetic problems behavior.