Validade aparente do Instrumento de Avaliação da Cognição Numérica (Cognum): análise do protocolo de compreensão e envolvimento

• Autor(a) principal: Silva, Lia Caroline Pereira da
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/26486
• topic: validade aparente; testes; habilidades matemáticas; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::FUNDAMENTOS E MEDIDAS DA PSICOLOGIA::CONSTRUCAO E VALIDADE DE TESTES, ESCALAS E OUTRAS MEDIDAS PSICOLOGICAS

Mathematical skills are present from birth and are developed and acquired according to the child's growth, being improved along with the acquisition of other mathematical skills. To investigate whether this evolution is within the expected for the individual's chronological age, instruments are needed to allow this investigation. In Brazil, there is a great scarcity of numerical cognition assessment instruments and the lack of this tool is even greater when the target audience is the preschool age group. Given this, Chechetto (2020) developed a numerical cognition assessment tool for preschoolers (CogNum) and in order for it to be valid, several studies must be conducted. Some characteristics are important and desirable for a psychometric instrument, and one of them is the instrument to be and be suitable for the target audience. Apparent validity investigates qualitative aspects of the instrument on the part of those who take the test, such as acceptance, suitability and relevance. For this, the Understanding and Involvement Protocol (PCE) was developed, with questions that assess the participant both during the realization of each item of CogNum, and in general, through an observer. The PCE questions assess the reaction, compression, difficulties, focus and interaction of the participants during the performance of the instrument's tasks. The present study is part of the larger CogNum development and validation project, and aims to verify its apparent validity using the PCE. 36 children from public and private schools, aged between 3 and 5 years participated in the study. The PCE was completed by an observer or by the CogNum applicator, concurrently with the performance of the tasks of the CogNum items. The results showed that, in general, the participants seemed to have a good understanding of the items, low difficulty in performing the tasks and seemed motivated during the execution of the tasks, converging to what the literature points out as desirable characteristics for a psychometric instrument. Therefore, the data suggest that CogNum seems to be adequate and relevant to the age group that was developed, according to the sample studied. It is expected that CogNum will contribute to the identification of deficits related to the mathematical skills of children at an early age, still in pre-school age