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Related Experiment Videos

Task analysis in curriculum design: a hierarchically sequenced introductory mathematics curriculum.

L B Resnick1, M C Wang, J Kaplan

  • 1University of Pittsburgh.

Journal of Applied Behavior Analysis
|January 1, 1973
PubMed
Summary

This study introduces a systematic method for sequencing math learning objectives to align with children's natural skill development. This approach optimizes learning by ensuring concepts build logically, enhancing mathematical understanding.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Current curricula may not align with children's natural acquisition of mathematical skills.
  • A systematic approach is needed to define and sequence learning objectives for early mathematics.
  • Understanding the cognitive prerequisites for mathematical concepts is crucial for effective instruction.

Purpose of the Study:

  • To develop an optimal sequence of learning objectives for mathematical skills and concepts.
  • To define the number concept operationally through observable behaviors.
  • To facilitate learning by maximizing positive transfer between objectives.

Main Methods:

  • Systematic task analysis applied to the number concept.
  • Identification of behavioral objectives and their prerequisite components.

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  • Sequencing of learning objectives based on cognitive development and learning theory.

    • Main Results:

    • Proposed sequences of learning objectives hypothesized to optimize mathematical skill acquisition.
    • Consideration of early learning and cognitive development literature to inform sequencing.
    • Methodology for implementing and studying curriculum effectiveness in schools.

    Conclusions:

    • Systematic task analysis provides a framework for designing effective mathematics curricula.
    • Data on individual children can be used to refine curricula and study treatment effects.
    • Aligning learning objectives with natural acquisition sequences enhances mathematical understanding.