2009
DOI: 10.1590/s1413-85572009000200003 View full text |Buy / Rent full text
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Abstract: ResumoO presente estudo teve como objetivo analisar a aquisição de relações matemáticas e apresentar um currículo baseado no paradigma de equivalência de estímulos para ensinar deficientes intelectuais a manusear dinheiro. Participaram 11 pessoas com deficiência intelectual, com idade entre nove a 32 anos, de ambos os gêneros, estudantes de escola de Educação Especial. Os estímulos utilizados foram palavras ditadas, numerais impressos, imagens de moedas e notas, componentes da adição, conjunto de moedas, notas… Show more

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“…These results corroborate the data from other studies based on network models of relations and equivalence of stimuli for the teaching of concepts and mathematical and monetary skills (Haydu et al, 2006;Jackson et al, 1989;Rossit & Goyos, 2009). In general, the results of both groups presented in this study have confi rmed the feasibility of games of dominoes adapted for the teaching of some mathematical and monetary skills, such as the resolution of operations of addition, the appointment of printed values and fi gures of bills and coins.…”
Section: Discussionsupporting
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“…These results corroborate the data from other studies based on network models of relations and equivalence of stimuli for the teaching of concepts and mathematical and monetary skills (Haydu et al, 2006;Jackson et al, 1989;Rossit & Goyos, 2009). In general, the results of both groups presented in this study have confi rmed the feasibility of games of dominoes adapted for the teaching of some mathematical and monetary skills, such as the resolution of operations of addition, the appointment of printed values and fi gures of bills and coins.…”
Section: Discussionsupporting
“…Most of these studies made use primarily of cards (Cavaletti & Carmo, 2012;Haydu, Costa, & Pullin, 2006) and softwares (Prado & de Rose, 1999;Rossit & Goyos, 2009). Even where such procedures have been shown to be quite effective, according to Skinner (1968Skinner ( /1972, more effectively teaching is one whose arrangement of contingencies allows the largest quantity of possible reinforcers.…”
Section: Palabras-clavementioning
“…No âmbito da Análise do Comportamento no Brasil, verifica-se que diversas contribuições vêm sendo feitas para o desenvolvimento de práticas educativas (e.g., Carmo & Ribeiro, 2012;Hübner & Marinotti, 2004), de currículos escolares (e.g., Rossit & Goyos, 2009;de Souza, de Rose, Hanna, Calcagno, & Galvão, 2004) e de análise dos processos envolvidos em comportamentos matemáticos, como o comportamento conceitual numérico (e.g., Lorena, Castro, & Carmo, 2013;Prado & de Rose, 1999), o comportamento de ordenação (e.g., Assis, Corrêa, Souza, & Prado, 2010;Resende, Elias, & Goyos, 2012), o conceito de proporção (e.g., Santos, Simonassi, Rodrigues, & Magri, 2014), e a resolução de problemas (e.g., Haydu, Alves, & Eccheli, 2015;Henklain & Carmo, 2013 a e b).…”
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“…A maioria desses estudos fez uso principalmente de cartões (Cavaletti & Carmo, 2012;Haydu, Costa, & Pullin, 2006) e softwares (Prado & de Rose, 1999;Rossit & Goyos, 2009). Ainda que tais procedimentos tenham se mostrado bastante efetivos, de acordo com Skinner (1968Skinner ( /1972, o ensino mais efi ciente é aquele cujo arranjo de contingências permite a maior quantidade de reforçadores possíveis.…”
unclassified