Comportamento matemático: o efeito da contagem oral no desempenho de crianças pré-escolares

Abstract

The model of stimulus equivalence has emerged as one of the most promising research opportunities around the acquisition of mathematical repertoires in preschool children. There was the effect of oral counting on the performance of mathematical behavior of preschool children using the paradigm of equivalence relations. Two children were the Control Group and the two other experimental group. This approach enabled the symbolic relations were treated in different experimental simulations, which have contributed to the understanding of the ability to form and manipulate symbols scientifically insightful, empirically demonstrable and replicable. He was scheduled over a sequence of steps that sessions pareavam stimulus model and comparison stimuli, divided into three stages: Stage Pretest; Step educational relations and Post-step test. Consequences of pre-programmed form of social attention occurred only in Step education. The difficulties encountered by all participants in the experiment of Monteiro and Medeiros (2002) were related mainly to the relationships that required the reading of numerals. This is arguing with the data presented in this study, differing only in the fact that the research referred were the two groups, both the experimental and the control that had difficulties in this work and, in particular, the P4 Control group who improved his performance over the test Generalization 1 and 2, however, did not extinguish the difficulty in relationships involving numerals, ie, reading. Socially and scientifically, it is believed that this study contributed to the exposure of new data that replicate the studies of Monteiro and Medeiros (2002) corroborates the argument that the oral counting constitutes a prerequisite for the establishment of equivalence between number and quantity. In the present research findings in the control group differed from the experimental group, however, as evaluated by Generalization 1 and 2, the results matched considerably, suggesting that the answer may depend on the relations between the properties of the stimulus, independent of specific stimuli. Thus, the mathematical behavior involves a network of relationships which, once being observed since the beginning of preschool, more carefully, precurrent, perhaps soften the answers that come from mathematics culturally averse, preventing the escape and possible academic failure.