Temas em Psicologia
versão ISSN 1413-389X
The study aimed to determine the effect of a teaching procedure of conditional relations under the production of monetary equivalence in deaf children with different mathematical repertoires. A total of 10 deaf children were divided into two experimental groups (with and without mathematical repertoire). There was teaching via MTS and between values in LIBRAS and: prices (AB), pictures of coins (AC) and figures of currency notes (AD), followed by tests of symmetry and transitivity. There were emerging relations for most participants. Teaching via CRMTS involved relations between currency notes and prices (DB'), followed by tests of symmetry, transitivity and generalization. In the tests there was variability in responding. Although there was no generalization of performance, there was a significant increase in the percentage of correct answers regarding the participants´performance.
Palavras-chave : Stimulus control; Monetary equivalence; Deaf children.