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The Effects of Equivalence Based Instruction on Mathematical Problem-Solving
The Effects of Equivalence Based Instruction on Mathematical Problem-Solving
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151154
- ISBN
- 9798383180112
- DDC
- 371
- 저자명
- Shapiro, Lauren.
- 서명/저자
- The Effects of Equivalence Based Instruction on Mathematical Problem-Solving
- 발행사항
- [Sl] : Columbia University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 216 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
- 주기사항
- Advisor: Fienup, Daniel M.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2024.
- 초록/해제
- 요약In 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.
- 일반주제명
- Behavioral psychology
- 일반주제명
- Educational psychology
- 일반주제명
- Mathematics education
- 기타저자
- Columbia University TC: Applied Behavioral Analysis
- 기본자료저록
- Dissertations Abstracts International. 85-12B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017161048
■00520250211151154
■006m o d
■007cr#unu||||||||
■020 ▼a9798383180112
■035 ▼a(MiAaPQ)AAI31236203
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aShapiro, Lauren.
■24510▼aThe Effects of Equivalence Based Instruction on Mathematical Problem-Solving
■260 ▼a[Sl]▼bColumbia University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a216 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: B.
■500 ▼aAdvisor: Fienup, Daniel M.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2024.
■520 ▼aIn 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 ▼aSchool code: 0054.
■650 4▼aBehavioral psychology
■650 4▼aEducational psychology
■650 4▼aMathematics education
■650 4▼aEducational tests & measurements
■653 ▼aAddition-subtraction complement principle
■653 ▼aEquivalence Based Instruction
■653 ▼aPart-whole relations
■653 ▼aRelational Frame Theory
■653 ▼aScience of teaching
■653 ▼aVerbal Behavior Development
■690 ▼a0384
■690 ▼a0525
■690 ▼a0280
■690 ▼a0288
■71020▼aColumbia University▼bTC: Applied Behavioral Analysis.
■7730 ▼tDissertations Abstracts International▼g85-12B.
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161048▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
