| Full text | |
| Author(s): |
Total Authors: 3
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| Affiliation: | [1] Universidade Federal de São Carlos (UFSCar). Centro de Educação e Ciências Humanas. Programa de Pós-Graduação em Educação Especial - Brasil
[2] UFSCar. Departamento de Psicologia - Brasil
[3] UFSCar. Departamento de Psicologia - Brasil
Total Affiliations: 3
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| Document type: | Journal article |
| Source: | Ciência e Educação; v. 25, n. 4, p. 1047-1065, 2019-12-20. |
| Abstract | |
Abstract: The study aimed to teach unit and non-unit fractions for three adolescents with visual impairment, using discrete attempts, oral instructions and differential reinforcement in an A-B design follow-up. The procedure consisted of baseline repertoire assessment, intervention, and learning probes. In the intervention, concrete materials and oral instructions, with or without prompts, were employed. Maintenance was assessed 30 days after the closure of intervention. At baseline, participants identified equality; difference and half of four and six pieces. In the intervention, the activities related to the half / third / fourth parts of more than ten units were done at the end of the period. Verification of learning maintenance was successful for the participants. The adaptation of concrete materials and instructions led to command of fraction production. (AU) | |
| FAPESP's process: | 14/50909-8 - INCT 2014: Behavior, Cognition and Teaching (INCT-ECCE): relational learning and symbolic functioning |
| Grantee: | Deisy das Graças de Souza |
| Support Opportunities: | Research Projects - Thematic Grants |