Tradução e adaptação transcultural para o português/Brasil do Protocolo Wie Finger Zahlen Helfen

• Ano de defesa: 2021
• Autor(a) principal: Haesbaert, Renata Wanderley
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM PSICOLOGIA
• Palavras-chave em Português: Cognição corporificada; Contagem nos dedos; Matemática; Adaptação de instrumentos
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/41544

Brazil has accumulated unsatisfactory results in national and international research regarding the learning of mathematics. Facing this reality, fields of knowledge such as neuroscience and psychology propose to study different learning strategies that, in turn, may contribute to change the national scenario. One of the greatest contributions is the proposition of the theoretical operator "number sense" that constitutes the anchorage for the counting principle, a capacity that provides the later development of more complex mathematical abilities. For the theoretical and methodological domain of embodied cognition, the body mediates learning, and the transposition of this perspective to the domain of school mathematics can be a tool for the understanding of contents that require a higher level of abstraction. It is noteworthy that the study presented here is part of a larger research project, the result of a partnership between the Laboratory for Research and Extension in Neuropsychology (LAPEN), linked to the Graduate Program in Psychology at the Federal University of Rio Grande do Norte and the LeibnizInstitut für Wissensmedien (IWM), located in Tübingen - Germany. The study consisted of translating and adapting the German "Wie Finger Zahlen Helfen" Protocol into Brazilian Portuguese, using the method of Borsa, Damásio & Bandeira. The protocol contributes to the investigation of the impact of strategies based on the use of fingers on the emergence and quality of basic numerical skills in children aged 4 to 6 years. In further studies, we intend to use the protocol to investigate the relationship between finger use strategy and improvement in the execution of numerical tasks.