João dos Santos Carmo

Contribuições da análise do comportamento à educação: um convite ao diálogo

A despeito de dados bastante solidos, as contribuicoes da Analise do Comportamento ao planejamento de condicoes de ensino tem sido subutilizadas. Este artigo objetiva compartilhar algumas dessas contribuicoes com o campo da educacao. Com base em trabalhos acerca das aplicacoes da Analise do Comportamento para a educacao, ofereceremos algumas orientacoes sobre aspectos relevantes envolvidos nos processos de ensino-aprendizagem aos quais os professores devem estar atentos. Dividimos as contribuicoes em tres categorias: contribuicoes da filosofia behaviorista radical; descricao e aplicacao de principios do comportamento ao contexto educacional; algumas propostas sistematizadas de ensino de base comportamental. Novos estudos poderiam aprofundar a descricao das contribuicoes comportamentais a educacao e destacar essas contribuicoes por areas.

Equivalência de estímulos e redução de dificuldades na solução de problemas de adição e subtração

This study investigated whether the formation of equivalence classes among four types of addition problems increases the percentage of correct responses in problems with different forms of presentation, unknown positions and semantic structures. Eight 2nd to 5th grade Elementary School students with low percentages of correct responses in solving addition and subtraction problems participated in this study. After the formation of equivalence classes, an increase of correct responses in all problem types was observed. Then, the effect of teaching algorithms on solving addition and subtraction problems was investigated. No homogeneous pattern of improvement was observed after teaching these algorithms. Participants committed no errors on the generalization test. The results indicate that the adopted procedures contributed to improve the effectiveness of problem solving behavior.

Reversão de ansiedade à matemática: alguns dados da literatura

Mathematics anxiety is a phenomenon composed by negative emotional reactions in situations that require the use of mathematics knowledge. It is particularly present in school context, and is directly related to inadequate teaching experiences of that subject matter. The present article aims to convey an up to date panorama of the literature that leads specifically with a phenomenon known as mathematics anxiety. Initially, there will be exposed the definition and the main concepts related to the phenomenon as well as some studies about the reversion of mathematics anxiety. Finally, some implications to future researches and to the development of Brazilian programs to help individuals with mathematics anxiety are pointed out.La ansiedad a las matematicas es un fenomeno compuesto por reacciones emocionales negativas delante de situaciones que requieren el uso de conocimientos matematicos. Es particularmente reconocida en el contexto escolar y esta directamente relacionada a experiencias inadecuadas de ensenanza de esa disciplina. El objetivo de este articulo es ofrecer una vision actualizada de la literatura que trata especificamente de un fenomeno llamado ansiedad a las matematicas. Inicialmente seran presentados la definicion y los principales conceptos relacionados con el fenomeno en foco y, a continuacion, algunos estudios sobre la reversion de la ansiedad a las matematicas. Finalmente, seran senaladas algunas implicaciones para la investigacion y para el desarrollo de programas brasilenos destinados a ayudar a las personas que presentan ansiedad a las matematicas.

Stimulus Equivalence and Increase of Correct Responses in Addition and Subtraction Problems

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.

Habilidades numéricas básicas: algumas contribuições da análise do comportamento

Basic numerical skills: Some contributions from behavior analysis. Several studies have investigated the basic numerical skills in the human species, both from a phylogenetic origin and from cultural experiences. These investigations highlighted the role of numerical abilities in the acquisition and development of complex mathematical repertoires. The aim of this article was to offer some fundamental data about the acquisition of basic numerical skills, which are discussed from a behavioral point of view. The study is a broad review of the literature and starts on the description of external data to behavioral research, including number sense, subitizing and counting in order to present the proposal of numeric conceptual behavior. Some major behavioral works on these skills were also selected and described. Finally, some implications to research as well as to educational settings are offered.Varios estudios han investigado las habilidades numericas basicas en la especie humana, tanto el origen filogenetico como las extraidas de experiencias culturales. El papel de estas competencias en la adquisicion y desarrollo de repertorios matematicas complejas se puso de relieve en estos estudios. El proposito de este articulo es proporcionar algunos datos basicos sobre la adquisicion de las habilidades numericas basicas, y discutirlas desde en punto de vista de la Analisis de la Conducta. El estudio es una amplia revision de la literatura y de la descripcion de datos externos a la investigacion conductual, incluyendo el sentido numerico, subitizacion y conteo, tratando de alcanzar la propuesta de comportamiento conceptual numerico. Tambien se han seleccionado y descrito los principales trabajos en estas habilidades desde el Analisis de la Conducta. Al final, se ofrecen implicaciones para la investigacion y las aplicaciones en entornos educativos.

Equivalencia de Estimulos e Aumento de Acertos na Solucao de Problemas de Adicao e Subtracao

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.

Produção Analítico-Comportamental Brasileira sobre Comportamento Matemático e de Ensinar Matemática: Dados de 1970 a 2015

Behavior analysts have investigated resources/strategies that promote the mathematics’ teaching and learning, for example, for teaching problem solving, counting, and the development of technologies for teaching people with atypical development. It is important to invest in the expansion of these studies through the identifi cation, organization and systematization of what has been produced. The aim of this study was to investigate, between 1970 and 2015, Brazilian research based on behavior analysis about mathematical behavior (CM) and the behavior of teaching Mathematics (CEM). Graduate programs 1 Endereço para correspondência: Rua do Cajueiro, 133, Caçari I, Boa Vista, RR, Brasil 69307-510. Fone: (043) 9938-3704. E-mail: marcelo.henklain@ufrr.br Henklain, M. H. O., Carmo, J. S., Haydu, V. B. 1454 sites were consulted and four Brazilian databases: Brazilian Digital Library of Theses and Dissertations; Virtual Health Library in the Index Psi Thesis; Behavior Analysis Studies Database; Capes Thesis Database. Descriptors used were different depending on the database. Based on reading the abstracts, the works were selected and classifi ed into CM or CEM. The results showed a predominance of research on CM and the need for more contributions about CEM. There was concentration of production in the southeast, which shows that we must expand this boundary. Future research should make bibliographic studies about national and international articles on this subject.

Equivalencia de Estimulos y Aumento de Aciertos en la Solucion de Problemas de Suma y Resta

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.

Basic numerical skills: some contributions from behavior analysis

Basic numerical skills: Some contributions from behavior analysis. Several studies have investigated the basic numerical skills in the human species, both from a phylogenetic origin and from cultural experiences. These investigations highlighted the role of numerical abilities in the acquisition and development of complex mathematical repertoires. The aim of this article was to offer some fundamental data about the acquisition of basic numerical skills, which are discussed from a behavioral point of view. The study is a broad review of the literature and starts on the description of external data to behavioral research, including number sense, subitizing and counting in order to present the proposal of numeric conceptual behavior. Some major behavioral works on these skills were also selected and described. Finally, some implications to research as well as to educational settings are offered.Varios estudios han investigado las habilidades numericas basicas en la especie humana, tanto el origen filogenetico como las extraidas de experiencias culturales. El papel de estas competencias en la adquisicion y desarrollo de repertorios matematicas complejas se puso de relieve en estos estudios. El proposito de este articulo es proporcionar algunos datos basicos sobre la adquisicion de las habilidades numericas basicas, y discutirlas desde en punto de vista de la Analisis de la Conducta. El estudio es una amplia revision de la literatura y de la descripcion de datos externos a la investigacion conductual, incluyendo el sentido numerico, subitizacion y conteo, tratando de alcanzar la propuesta de comportamiento conceptual numerico. Tambien se han seleccionado y descrito los principales trabajos en estas habilidades desde el Analisis de la Conducta. Al final, se ofrecen implicaciones para la investigacion y las aplicaciones en entornos educativos.

Habilidades numéricas básicas: algunos aportes del análisis de la conducta

Basic numerical skills: Some contributions from behavior analysis. Several studies have investigated the basic numerical skills in the human species, both from a phylogenetic origin and from cultural experiences. These investigations highlighted the role of numerical abilities in the acquisition and development of complex mathematical repertoires. The aim of this article was to offer some fundamental data about the acquisition of basic numerical skills, which are discussed from a behavioral point of view. The study is a broad review of the literature and starts on the description of external data to behavioral research, including number sense, subitizing and counting in order to present the proposal of numeric conceptual behavior. Some major behavioral works on these skills were also selected and described. Finally, some implications to research as well as to educational settings are offered.Varios estudios han investigado las habilidades numericas basicas en la especie humana, tanto el origen filogenetico como las extraidas de experiencias culturales. El papel de estas competencias en la adquisicion y desarrollo de repertorios matematicas complejas se puso de relieve en estos estudios. El proposito de este articulo es proporcionar algunos datos basicos sobre la adquisicion de las habilidades numericas basicas, y discutirlas desde en punto de vista de la Analisis de la Conducta. El estudio es una amplia revision de la literatura y de la descripcion de datos externos a la investigacion conductual, incluyendo el sentido numerico, subitizacion y conteo, tratando de alcanzar la propuesta de comportamiento conceptual numerico. Tambien se han seleccionado y descrito los principales trabajos en estas habilidades desde el Analisis de la Conducta. Al final, se ofrecen implicaciones para la investigacion y las aplicaciones en entornos educativos.