Marcelo Henrique Oliveira Henklain

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.

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.

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.

Criatividade em debate: algumas contribuições da análise do comportamento

Most of the publications on creativity were oriented by psychoanalytic, gestalts, or humanistic perspectives, in the Brazilian scenery of psychology. In the last years, new theoretical perspectives, as Analysis of Behavior, appeared. This approach has contributed to the development of creativity. However, considering the production of Analysis of Behavior on the last three decades, it is a surprise that it does not appear as one of the major approaches that contributed to the defi nition and to the study of creativity. Some reasons may be pointed out to give an account for that absence. First, little attention has been paid to the Analysis of Behavior’s production. Second, there are prejudices and misunderstandings related to the philosophy that underlies the Analysis of Behavior. The objectives of this paper are to show how principles of behavior analysis stand as tools for understanding the creative behavior. This paper also intends to make two contributions to the behavioral analysis of creative behavior. First, to present the

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.

Contributions of behavior analysis to education: an invitation for dialogue

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.

Contribuciones del análisis de la conducta a la educación: una invitación al 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.