Establishing mathematical concepts in conditional discrimination training

The present study investigated whether simple understanding of mathematical concepts could be demonstrated following matching-to-sample (MTS) training and test for stimulus equivalence. The stimuli involved fractions, decimals, percent and ratios. Seven participants, three girls and four boys, age eight to ten, first experienced computer administered MTS training of six baseline relations in three potential classes followed by computer administered test for emergent responding. Then, three new baseline relations, one in each potential class, were established in table-top training, followed by computer-administered test for emergent responding. Finally, the potential classes were expanded to five members in table-top training and followed by a computer-administered test for stimulus equivalence. Six out of seven participants demonstrated simple understanding of the mathematical concepts and also preformed correctly on a written post-test. The results indicate that equivalence procedures can be very effective in establishing simple understanding of math concepts.