Adaptação transcultural e validação do questionário sobre afetividade com relação e em decorrência de erros em matemática para o contexto brasileiro

Esdriane Cabral Viana; Ricardo José Rocha Amorim; Dinani Gomes Amorim

doi:10.21713/rbpg.v20i41.2272

CROSS-CULTURAL ADAPTATION AND VALIDATION OF THE QUESTIONNAIRE ON AFFECTIVITY IN RELATION TO AND AS A RESULT OF ERRORS IN MATHEMATICS (AEM) FOR THE BRAZILIAN CONTEXT

Abstract

This article aims to describe the cross-cultural adaptation procedures of the Questionnaire on Affectivity with Relationships and as a result of Errors in Mathematics (AEM), into Brazilian Portuguese and carry out its validation. Six steps were carried out to ensure the quality of the procedure: translation of the instrument from the source language to the target language; synthesis of translated versions; evaluation by expert judges; evaluation by the target audience; reverse translation and pilot study. We sought to ensure the quality of the translation and adaptation of the (AEM) with regard to semantic, idiomatic, experiential and conceptual equivalence between the original and translated items. In the validation stage, the instrument was applied to 440 students belonging to three educational institutions located in the city of Paulo Afonso, State of Bahia, but which serves students from the surrounding region and belonging to different courses. To participate, the student must have already completed all high school mathematics and be in the classroom at Integrated High School, Technical or Higher Education. The results indicated that the AEM presented good psychometric properties and satisfactory evidence of validity and reliability, making it a useful instrument. Factor analysis proves its validity with five factors related to error: 1) negative emotions and affects due to making mistakes; 2) favorable behavior for errors as a learning tool; 3) misunderstanding of the usefulness of the error; 4) negative beliefs and emotions towards mathematics through error; 5) belief that mathematics can be learned through error, error is a learning tool.

Autores

Esdriane Cabral Viana Instituto Federal de Educação, Ciências e Tecnologia da Bahia
https://orcid.org/0000-0002-9585-0424

Ricardo José Rocha Amorim Universidade do Estado da Bahia
https://orcid.org/0000-0001-9527-2751

Dinani Gomes Amorim Universidade do Estado da Bahia
https://orcid.org/0000-0002-0399-3621

Biografia

Esdriane Cabral Viana, Instituto Federal de Educação, Ciências e Tecnologia da Bahia

Master in Mathematics from the Instituto Federal da Bahia (UFBA), effective professor at the Instituto Federal de Educação, Ciências e Tecnologia da Bahia – IFBA – campus Paulo Afonso – BA.

Ricardo José Rocha Amorim, Universidade do Estado da Bahia

PhD in Electronics and Informatics from the Universidad de Santiago de Compostela, Adjunct professor at the Universidade do Estado da Bahia – UNEB – campus VII, Senhor do Bonfim – BA.

Dinani Gomes Amorim, Universidade do Estado da Bahia

PhD in Informatics from the Universidad de Santiago de Compostela, assistant professor at the Universidade do Estado da Bahia – UNEB – campus III, Juazeiro – BA.

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How to Cite

CABRAL VIANA, E.; AMORIM, R. J. R.; AMORIM, D. G. CROSS-CULTURAL ADAPTATION AND VALIDATION OF THE QUESTIONNAIRE ON AFFECTIVITY IN RELATION TO AND AS A RESULT OF ERRORS IN MATHEMATICS (AEM) FOR THE BRAZILIAN CONTEXT. Brazilian Journal of Graduate Studies, [S. l.], v. 20, n. 41, p. 1–35, 2025. DOI: 10.21713/rbpg.v20i41.2272. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/2272. Acesso em: 18 may. 2025.