The use of psychological measures of child aggressive behavior: analysis of brazilian scientific production

Authors

DOI:

https://doi.org/10.30612/tangram.v7i1.17660

Keywords:

Affectivity. Mathematical error. Measurement

Abstract

Contextualization: In view of the search for technical-scientific improvement in psychological assessment processes related to the affectivity of Brazilian students in the face of mathematical errors, this work presents an overview of Brazilian scientific investigations into instruments for measuring affectivity. Objective: To map the types of affect assessment instruments that are being used in Brazilian studies. Method: A systematic mapping was carried out to describe a survey of affect assessment instruments that are being used in Brazilian studies. Result: The types of affect assessment instruments used by researchers in Brazil were identified. Conclusion: No instrument was found in Brazil to measure students' affectivity in the face of mathematical errors, highlighting a research gap focusing on this type of measurement. This represents a research demand of great relevance to the area, specifically to the field of mathematical error.

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Author Biographies

Esdriane Cabral Viana, IFBA/UNEB

Esdriane

Ricardo José Rocha Amorim, UNEB

Graduated in Computer Science from the Catholic University of Pernambuco (1989), with a master's degree in Production Engineering, Media and Knowledge line, from the Federal University of Santa Catarina (2002) and a PhD in Electronics and Computing from the Universidad de Santiago de Compostela (2007) - revalidated as Computer Science by the Federal University of Pernambuco (registered, process nº 009949/2009-SRD). He is currently an assistant professor at the State University of Bahia and a full professor at the Faculty of Applied and Social Sciences of Petrolina. He works in the area of ​​Computer Science with an emphasis on Artificial Intelligence, Knowledge Representation and Software Engineering. He also works in the area of ​​Information Technology in Education, with an emphasis on Educational Ontology, Educational Metadata Standards, Learning Objects, Learning Design and Learning Analytics. Guides master's, specialization, scientific initiation and course completion work in the area of ​​Computing and IT in Education. Participates on the editorial board and as a reviewer for international journals and conferences.

Dinani Gomes Amorim, UNEB

Degree in Computer Science from the Catholic University of Pernambuco (1988), Specialization in Computer Science. from the Federal University of Pernambuco (1993) and a PhD in Electronics and Computing from the University of Santiago de Compostela (2007) - recognized as Computer Science and Computational Mathematics by the University of São Paulo (USP) (registered, process no. 2009.1.19269.1.3 ) and Post-doctorate in Computing from the Federal University of Pernambuco (UFPE)(2013). She is currently an adjunct professor at the State University of Bahia and full professor at the Faculty of Applied and Social Sciences of Petrolina. Professor of the Permanent Body of the Postgraduate Program of the Master's and Doctorate in Human Ecology and Socio-Environmental Management (UNEB/DTCS) and Professor of the Collaborating Body of the Postgraduate Program in Intellectual Property and Technology Transfer (PROFINIT/UNIVASF). experience in the area of ​​Artificial Intelligence with an emphasis on Artificial Neural Networks, knowledge representation and Semantic web in Education, working mainly on the following topics: Machine Learning, Pattern Recognition, Educational Metadata Patterns, Learning Objects and IMS Learning Design. Participates in the editorial board and reviewer of international/national journals and conferences in the area. Evaluator at the Ministry of Education and Culture (MEC) since 2008.

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Published

2024-03-30

How to Cite

Cabral Viana, E., Rocha Amorim, R. J., & Gomes Amorim, D. (2024). The use of psychological measures of child aggressive behavior: analysis of brazilian scientific production. TANGRAM - Revista De Educação Matemática, 7(1), 105–128. https://doi.org/10.30612/tangram.v7i1.17660

Issue

Vol. 7 No. 1 (2024)

Section

Article

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