東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Effects of Equivalence Based Ins...

Shapiro, Lauren.

FindBook

Google Book

Amazon

博客來

The Effects of Equivalence Based Instruction on Mathematical Problem-Solving.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Equivalence Based Instruction on Mathematical Problem-Solving./
作者:	Shapiro, Lauren.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	216 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
標題:	Behavioral psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31236203
ISBN:	9798383180112

The Effects of Equivalence Based Instruction on Mathematical Problem-Solving.
Shapiro, Lauren.

The Effects of Equivalence Based Instruction on Mathematical Problem-Solving. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 216 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

Thesis (Ph.D.)--Columbia University, 2024.

In 2 experiments, I studied the effects of an Equivalence Based Instruction (EBI) math intervention on the emergence of untaught selection responses and abstraction to production responses. In Experiment I, using a multiple baseline design, I implemented the EBI intervention among a group of 17 first grade participants with varying levels of math prerequisites and verbal behavior development. The intervention sought to develop a comprehensive relational network for the part-whole relations involved in addition and subtraction operations. This intervention, informed by Verbal Behavior Development Theory, Relational Frame Theory, and research on math proficiency, utilized visual and verbal stimulus presentations of fact families to establish the concepts underlying addition and subtraction. The key concept was that of a fact-family, in which two parts are equivalent to the whole and the whole is equivalent to the sum of its parts. The goal of the EBI intervention was to establish a relational network involving pictures, number bonds, sentences, and equations such that the part-whole relations involved in fact-families could be related to both addition and subtraction. The EBI intervention consisted of 3 phases to build this relational network. In Phase I, participants learned to match sentences describing complete fact-families with pictures and number bonds. In Phase II, participants learned to match sentences describing incomplete fact-families with number bonds. In Phase III, participants learned to match incomplete number bonds with addition and subtraction equations presented in various topographies. Before and after each phase of the intervention, I assessed the degree to which participants acquired untaught responses as well as their performance on production, or problem-solving, probes. Results revealed that the combinatorially entailed response (i.e., matching pictures with number bonds) emerged for all participants, while the mutually entailed response (i.e., selecting sentences) emerged for only some participants. Participants generally improved their problem-solving following the intervention; however, further examination was needed to supplement initial visual analyses of the graphs. Accordingly, I conducted a series of statistical analyses to evaluate individual and group-level differences in responding during the EBI intervention. These analyses also sought to reveal whether math prerequisites or level of verbal behavior development were associated with performance during Phases I, II, and III. Results showed that the EBI intervention was associated with standardized math performance and problem-solving accuracy, and results suggested that verbal behavior development has a meaningful relation with rate of learning. In Experiment II, I aimed to evaluate the educational significance of the repertoires involved in the EBI intervention by conducting a correlational study with 32 additional first grade participants. This experiment revealed that the response-types targeted in Phase III of the intervention were significantly associated with standardized math performance.

ISBN: 9798383180112Subjects--Topical Terms:

2122788
Behavioral psychology.
Subjects--Index Terms:

Addition-subtraction complement principle

The Effects of Equivalence Based Instruction on Mathematical Problem-Solving.
LDR:04425nmm a2200421 4500 001 2402224
005 20241028051500.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798383180112
035 $a (MiAaPQ)AAI31236203
035 $a AAI31236203
035 $a 2402224
040 $a MiAaPQ $c MiAaPQ
100 1 $a Shapiro, Lauren. $3 3772448
245 1 0 $a The Effects of Equivalence Based Instruction on Mathematical Problem-Solving.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 216 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
500 $a Advisor: Fienup, Daniel M.
502 $a Thesis (Ph.D.)--Columbia University, 2024.
520 $a In 2 experiments, I studied the effects of an Equivalence Based Instruction (EBI) math intervention on the emergence of untaught selection responses and abstraction to production responses. In Experiment I, using a multiple baseline design, I implemented the EBI intervention among a group of 17 first grade participants with varying levels of math prerequisites and verbal behavior development. The intervention sought to develop a comprehensive relational network for the part-whole relations involved in addition and subtraction operations. This intervention, informed by Verbal Behavior Development Theory, Relational Frame Theory, and research on math proficiency, utilized visual and verbal stimulus presentations of fact families to establish the concepts underlying addition and subtraction. The key concept was that of a fact-family, in which two parts are equivalent to the whole and the whole is equivalent to the sum of its parts. The goal of the EBI intervention was to establish a relational network involving pictures, number bonds, sentences, and equations such that the part-whole relations involved in fact-families could be related to both addition and subtraction. The EBI intervention consisted of 3 phases to build this relational network. In Phase I, participants learned to match sentences describing complete fact-families with pictures and number bonds. In Phase II, participants learned to match sentences describing incomplete fact-families with number bonds. In Phase III, participants learned to match incomplete number bonds with addition and subtraction equations presented in various topographies. Before and after each phase of the intervention, I assessed the degree to which participants acquired untaught responses as well as their performance on production, or problem-solving, probes. Results revealed that the combinatorially entailed response (i.e., matching pictures with number bonds) emerged for all participants, while the mutually entailed response (i.e., selecting sentences) emerged for only some participants. Participants generally improved their problem-solving following the intervention; however, further examination was needed to supplement initial visual analyses of the graphs. Accordingly, I conducted a series of statistical analyses to evaluate individual and group-level differences in responding during the EBI intervention. These analyses also sought to reveal whether math prerequisites or level of verbal behavior development were associated with performance during Phases I, II, and III. Results showed that the EBI intervention was associated with standardized math performance and problem-solving accuracy, and results suggested that verbal behavior development has a meaningful relation with rate of learning. In Experiment II, I aimed to evaluate the educational significance of the repertoires involved in the EBI intervention by conducting a correlational study with 32 additional first grade participants. This experiment revealed that the response-types targeted in Phase III of the intervention were significantly associated with standardized math performance.
590 $a School code: 0054.
650 4 $a Behavioral psychology. $3 2122788
650 4 $a Educational psychology. $3 517650
650 4 $a Mathematics education. $3 641129
650 4 $a Educational tests & measurements. $3 3168483
653 $a Addition-subtraction complement principle
653 $a Equivalence Based Instruction
653 $a Part-whole relations
653 $a Relational Frame Theory
653 $a Science of teaching
653 $a Verbal Behavior Development
690 $a 0384
690 $a 0525
690 $a 0280
690 $a 0288
710 2 $a Columbia University. $b TC: Applied Behavioral Analysis. $3 2093053
773 0 $t Dissertations Abstracts International $g 85-12B.
790 $a 0054
791 $a Ph.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31236203