A FUNCTIONAL ANALYTIC APPROACH TO COMPUTER-INTERACTIVE MATHEMATICS

Following a pretest, 11 participants who were naive with regard to various algebraic and trigonometric transformations received an introductory lecture regarding the fundamentals of the rectangular coordinate system. Following the lecture, they took part in a computer‐interactive matching‐to‐sample...

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Bibliographic Details
Published in:Journal of applied behavior analysis 2005, Vol.38 (1), p.1-22
Main Authors: Ninness, Chris, Rumph, Robin, McCuller, Glen, Harrison, Carol, Ford, Angela M., Ninness, Sharon K.
Format: Article
Language:English
Subjects:
Adolescent
Adult
Algebra
Analysis
Audiovisual Aids
Behavior
combinatorial entailment
Computation
Computer Assisted Instruction
Computer Graphics
Computer-Assisted Instruction - methods
Computers
Conditioning, Operant
Error Patterns
Functional Behavioral Assessment
Graphs
Humans
matching to sample
Mathematical Formulas
mathematical relations
Mathematics
Mathematics Instruction
mutual entailment
novel relations
Psychological Theory
relational frame theory
stimulus equivalence
Teaching Methods
Training
User-Computer Interface
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Summary:Following a pretest, 11 participants who were naive with regard to various algebraic and trigonometric transformations received an introductory lecture regarding the fundamentals of the rectangular coordinate system. Following the lecture, they took part in a computer‐interactive matching‐to‐sample procedure in which they received training on particular formula‐to‐formula and formula‐to‐graph relations as these formulas pertain to reflections and vertical and horizontal shifts. In training A‐B, standard formulas served as samples and factored formulas served as comparisons. In training B‐C, factored formulas served as samples and graphs served as comparisons. Subsequently, the program assessed for mutually entailed B‐A and C‐B relations as well as combinatorially entailed C‐A and A‐C relations. After all participants demonstrated mutual entailment and combinatorial entailment, we employed a test of novel relations to assess 40 different and complex variations of the original training formulas and their respective graphs. Six of 10 participants who completed training demonstrated perfect or near‐perfect performance in identifying novel formula‐to‐graph relations. Three of the 4 participants who made more than three incorrect responses during the assessment of novel relations showed some commonality among their error patterns. Derived transfer of stimulus control using mathematical relations is discussed.
ISSN:0021-8855
1938-3703
DOI:10.1901/jaba.2005.2-04