MATHEMATICAL ABILlTIES AND KNQWLEDGE IN SIXTH GRADE STUDENTS

Abstract

The teaching of mathematics is an important component of contemporary education and one to which behavior analysis can make a strong contribution. Four problems in mathematics education can be identified: 1. the correspondence between natural and technicallanguage. 2. the morphology of the responses being used. 3. the conditions for transfer; and 4. The availability of effective methods for teaching mathematics. The arithmetic and reading competencies of sixth grade children were assessed and then their performance was compared using implicit and explicit performance criteria. The childrens' performance was better when explicit criteria were specified. The results suggest that student performance in mathematics could be improved if more traditional teaching methods based upon implicit criteria were replaced by more behavioral approaches involving explicit criteria. In addition, such explicit criteria also might facilitate the transfer of skills to new learning situations.