Elaboração e busca de evidências de um Protocolo de Avaliação da Cognição Numérica (CogNum) para crianças pré-escolares

• Ano de defesa: 2020
• Autor(a) principal: Chechetto, Cristiane Hemi Yokota
• Orientador(a): Osório, Ana Alexandra Caldas
• Banca de defesa: Seabra, Alessandra Gotuzo , Mecca, Tatiana Pontrelli
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Centro de Ciências Biológicas e da Saúde (CCBS)
• País: Brasil
• Palavras-chave em Português: avaliação; cognição numérica; habilidades matemáticas; pré-escolares
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS
• Link de acesso: http://dspace.mackenzie.br/handle/10899/26492

Numerical Cognition refers to numerical skills development, from numerical sense to formal mathematics learning, which includes numerical calculation and processing. The development of numerical cognition skills in preschool is a precursor to arithmetic skills in subsequent years. Thus, the assessment of these skills in preschool children enables the early identification of possible difficulties in formal mathematics learning in later years. Despite the relevance of the theme, there are still few instruments to evaluate numerical cognition of Brazilian children. The aim of this study was to develop and search for evidence of the validity of a numerical cognition (CogNum) assessment tool in preschool children. The CogNum is composed of 56 tasks that aims to evaluate the mathematical skills of children from 3 to 5 years old. The study included 170 children, enrolled in private and public schools in the city of São Paulo, aged between 3 years and 5 years. The application of the instrument was performed individually, with an average duration of 15 minutes. The CogNum presented homogeneity of the items in relation to the skills evaluated by the instrument, good internal consistency and trustworthiness for the three age groups of the children and could observe appropriate indexes of the accuracy of the instrument for the age group. Total score results indicated a significant difference between the 3 groups of children according to age, sex and type of school, with 3-year-olds getting less than 4-year-olds and 4-year-olds getting less than 5-year-olds, indicating that the development of numerical skills in children follows an evolutionary process. It is concluded, therefore, that the instrument presents results that indicate good trustworthiness and evidence of validity, constituting itself as an evaluation tool the development of mathematical skills in children in the age range proposed in this study.