Adaptação transcultural e validação do Metacognitive Knowledge in Mathematics Questionnaire (MKMQ) para o contexto brasileiro.

Abstract

Mathematical metacognition is a variable associated with high mathematical performance and is also an important predictor of self-regulation of learning. In the Brazilian context, to date there is no validated instrument that measures students' metacognitive knowledge of mathematical learning. The present study aims to cross-culturally adapt and validate the Metacognitive Knowledge In Mathematics Questionaire (MKMQ) for the Brazilian context. The guidelines for the instrument's cross-cultural adaptation process followed five Stages proposed by Beaton et al. (2000), as follows: Translation, Synthesis of Translations, Back Translation, Committee of Experts and Pre-test. The psychometric analyzes were evaluated using a sample of 434 participants of Elementary School II students. Validity Evidence occurred through Descriptive Analysis, Confirmatory Factor Analysis, Internal Consistency, Content Validity, Criterion Validity, Invariance Test and Evidence of Known Groups (gender, age, school year and school). The study population consisted predominantly of females, representing 56.68% of the total participants, aged between 11 and 18 years enrolled in the sixth (n = 109), seventh (n = 95), eighth (n = 163) and ninth (n = 67) school years of two different schools (School 1: 196 and School 2: 238), both public/state. The Metacognitive Knowledge In Mathematics Questionaire (MKMQ) by Efklides and Vlachopoulos (2012) was validated for the Brazilian version, in seven factors and 44 items, showing adequate psychometric properties in the cultural context of the Brazilian population. While Multivariate Analysis of Variance showed a significant difference in the mean scores of the MKMQ scale factors between males and females (F (7, 426) = 3530.409, p ≤ 0.001; Pillai Screening = 0.983; 2p = 0.98), also among schools (F (7, 426) = 3563.776, p ≤ 0.001; Pillai Screening = 0.983; 2p = 0.98). Research shows that there is a positive relationship between Metacognition, Mathematics and the educational environment. Being a great ally when used correctly by teachers, to know and measure the metacognitive skills of students.