Inclusão de alunos surdos na educação matemática: o que revelam as pesquisas do SIPEM

Abstract

The present work has the general objective of analyzing how the inclusion of deaf students in mathematics teaching takes place based on the results of research published in the Annals of SIPEM since the creation, in 2015, of the work group 13, entitled “Difference, Inclusion and Mathematics Education”. As specific objectives, there are: to survey the works published in the Annals of SIPEM in the years 2018 and 2021 that deal with the inclusion of deaf students; to understand how the specificities of mathematics teaching for deaf students are treated in these researches; to associate the main challenges related to the process of inclusion of deaf students in the teaching of school mathematics; to delimit the main possibilities and perspectives for the teaching of mathematics for deaf students; to discuss the works raised, highlighting the specificities of teaching and learning mathematics for deaf students. To achieve these objectives, a systematic literature review was carried out based on the Annals of work group 13 (GT13) entitled “Difference, Inclusion and Mathematics Education” of SIPEM. The final portfolio consisted of 13 articles, which were analyzed using Bardin's technique (2006). The results show that there is a need to explore resources and methods in the teaching of mathematics to the deaf, that the teaching of mathematics to deaf students must be established through Libras, and that the lack of specific signs for mathematical concepts hinders the flow of thee classes, harming the student and their learning. In addition, the quantitative analysis of the summaries of the Annals of the VII and VIII SIPEM reveals that the teaching of mathematics with Libras was the most discussed topic, along with the use of visual and manipulative resources. Furthermore, only two of the analyzed studies dealt with the topic "training of teachers of mathematics and deafness".