Resumo

DONINI, Rafaella  e  MICHELETTO, Nilza. Effects of lower and higher numeric values on elementary mathematical activities performance. Temas psicol. [online]. 2015, vol.23, n.1, pp. 175-196. ISSN 1413-389X.

The teaching of mathematics can be designed from behaviors already established on student's repertoire, and that refers to the importance to characterize the repertoire and identify possible controls already established. The objective of this research was to analyze if smaller numerical values - between one and three - and larger numerical values - between seven and nine - would make differences on a sample of performance of three children on tasks those tested behavioral relations between stimuli and responses components of mathematical elementary repertoires. Irrelevant dimensions (spatial arrangement, size and shape of the elements) of the sets of elements were varied and manipulated on tasks, searching to identify if the responses would be controlled by relevant dimension - number. For that, tasks were planned and applied with three children age 6-9 years. Those activities evaluated relations between stimuli and responses concerning to the concepts of equality, more, less, larger, smaller, crescent sequence, and decreasing sequence. The tasks were identity or arbitrary matching-to-sample and involved relations between sample stimulus and comparison stimuli (pictures, sets of pictures, numerals, oral instructions) and responses of selecting comparison stimuli, constructing sets or sequences. Other activities involved responses of tacting number of pictures and textual responses in the presence of numerals. In general, the results indicated higher number of correct responses on trials that employed values between one and three than on trials that used values between seven and nine. These results support the suggestion of begin the teaching of mathematical relations with smaller numerical values.

Palavras-chave : Comportamiento matemático; habilidades numéricas; repertorio de evaluación.

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