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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Stimulus equivalence instruction of fraction-decimal relations
Journal of Applied Behavior Analysis
|July 1, 1995
Summary
Stimulus control technology successfully taught students the relationship between fraction ratios and decimals. Equivalence was established between fractions, decimals, and pictorial representations, aiding learning.
Area of Science:
- Behavioral Psychology
- Educational Technology
- Mathematics Education
Background:
- Students often struggle with understanding the relationship between fraction ratios and decimal representations.
- Effective instructional strategies are needed to bridge this conceptual gap.
Purpose of the Study:
- To investigate the efficacy of stimulus control technology in teaching fraction-decimal equivalence.
- To assess the development of derived relations between pictorial, ratio, and decimal formats.
Main Methods:
- Applied stimulus control procedures to train 7 students with difficulties in fraction and decimal tasks.
- Trained students to match pictorial fractions to printed ratios (A-B training).
- Trained students to match printed decimals to pictorial quantities (B-C training).
Main Results:
- Posttest results demonstrated the emergence of equivalence relations between fractions, decimals, and pictorial representations for all participants.
- Students successfully learned to relate different formats of numerical representation.
Conclusions:
- Stimulus control technology is an effective method for establishing fraction-decimal equivalence.
- The findings suggest potential for improving mathematics education through structured stimulus control techniques.
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