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Teaching and remediation of mathematics: A review of behavioral research

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Abstract

Studies employing applied behavior analysis in the teaching and remediation of mathematics are reviewed. Fifty-five studies are presented in a table, followed by a descriptive summary under the headings: treatment, programmatic studies, design, maintenance and generalization, academic behavior, dependent measure, reliability, and subjects. A more critical analysis and suggestions for future research are provided in a final section. Nearly all researchers adhered to most of the important applied behavior analysis research criteria (Baer, Wolf, & Risley, 1968). The review shows that a large variety of remediation techniques have been used, with an increasing trend towards student-initiated procedures, often as part of a treatment package. Behavioral techniques generally have been effective in improving various mathematical skills, but results obtained with student-initiated procedures are inconsistent. Progress was shown in several areas, including increased use of antecedent procedures, programmatic research, and better designs. However, the descriptions of subjects and reliability procedures were often inadequate, and few authors attended to treatment integrity and the programming of generalization.

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  1. Department of Psychology, Massey University, Palmerston North, New Zealand

    Joyce A. Pereira M.Sc. (Graduate Assistant)

  2. Department of Psychology, Massey University, Palmerston North, New Zealand

    Alan S. W. Winton Ph.D. (Senior Lecturer)

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  1. Joyce A. Pereira M.Sc.
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Pereira, J.A., Winton, A.S.W. Teaching and remediation of mathematics: A review of behavioral research. J Behav Educ 1, 5–36 (1991). https://doi.org/10.1007/BF00956752

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