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| Applications of Behavior Analysis to Math Education |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Clarendon |
| Area: EDC/VBC; Domain: Applied Research |
| Chair: Philip N. Chase (West Virginia University) |
| Discussant: T. V. Joe Layng (Headsprout) |
| Abstract: Learning Objectives
Important instructional procedures to consider when working with college students on math algebra skills.
Identify, name and describe the relation between fluency outcomes and resistance to change as applied to basic algebra skills.
Evaluate the effects of review procedures, peer-tutoring procedures, and the mastery of component skills on the emergence of novel mathematics skills. |
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| Cumulative Review: Effects of Random Alternation of Review Items on Mathematics Problem Solving |
| CHRISTINE KIM-WALTON (University of Hawaii), Philip N. Chase (West Virginia University) |
| Abstract: The present study evaluated the differences between three methods of reviewing basic algebra skills. Five component rules were trained: the use of four laws of exponents and a combination rule that included simplifying mathematical expressions (i.e., “order of operations”) and perfect squares. All methods used the same procedures to teach the rules and included review sessions interspersed among the training of the individual rules. The differences among methods involved the kinds of practice provided during the review sessions. The simple review group (n=12) received extra questions on each rule learned. The nonrandom cumulative review group (n=12) received questions covering all rules learned prior to a review session, but questions for each rule were separated across worksheets. The cumulative review group (n=12) received questions covering a random mix of all rules learned prior to each review session. Three training outcomes were measured: application, problem solving, and retention. Results indicated that both cumulative review procedures produce problem solving. Further, the data suggest that extra practice alone has minimal impact on problem solving. In addition, the results for the lowest performing students on the problem-solving items of the retention test suggest that random mix of items within the cumulative review may be important for students with poor mathematics skills. The average interobserver agreement scores for the worksheets and tests were between 98-100%. |
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| Using Behavioral Instruction to Produce Novel Mathematics Behavior |
| KRISTIN MAYFIELD (University of Florida), Irene M. Glenn (University of Florida) |
| Abstract: Two studies were conducted to evaluate the emergence of novel mathematics behavior following training on related skills. In Study 1, the experimenter taught a 9-year-old female (i.e., the tutor) four math skills using a multiple-baseline-across-behaviors design. After each session, the tutor was asked to teach the skills to a 13-year-old female (i.e., the tutee). The tutor was not trained how to teach the skills and was not provided with answer sheets to the materials used during the teaching sessions. Performance of the tutor’s novel behavior (i.e. teaching the skills) was measured by the tutee’s accuracy and rate of correct responses on tests administered after each session. Results showed that the tutee’s test performance was comparable to that of the tutor (instructed by the experimenter) on 3 out of 4 skills. In Study 2, a 9-year-old female and a 14-year old male were taught 7 algebra skills, including combining variables with exponents and solving equations, in a multiple-baseline-across-behaviors design. Participants were tested on novel combinations of the trained skills. Results showed that mastery of the trained skills was insufficient to produce high levels of accuracy on the novel skills without further instructional interventions. Mean interobserver agreement was 99% for both studies. |
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| The Effect of Behavioral Momentum on Fluency |
| VENNESSA L. WALKER (West Virginia University), Philip N. Chase (West Virginia University) |
| Abstract: Proponents of precision teaching argue that training component skills to high rates will result in fluency, a series of behavioral outcomes often identified as retention, endurance, application, problem solving, and stability, or REAPS (Binder, 1996). These outcomes represent important educational outcomes and a detailed analysis might be helpful in identifying procedures that may produce them. A behavioral analysis of the outcomes suggests that it may be possible to describe them as examples of resistance to change that rely on the behavior persisting under a variety of temporal or environmental changes. The current paper will examine how each fluency outcome relates to resistance to change as well as offer suggestions for research on mathematics education to explore this relation. |
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