Educação de surdos e as tendências em educação matemática: uma revisão sistemática de literatura

Abstract

This undergraduate thesis aimed to investigate how the theses and dissertations focused on deaf education are configured from the perspective of inclusive schooling, involving Trends in Mathematics Education. To achieve this, we conducted a systematic literature review in the Brazilian Digital Library of Theses and Dissertations to identify publications that addressed the themes of Deaf Education and Trends in Mathematics Education. Therefore, it is bibliographic research with an exploratory and qualitative approach. The data related to the 24 works that constitute the final portfolio show that the publications occurred between 2007 and 2022, with 21 works being of an empirical nature and predominantly featuring samples with the participation of deaf students. Regarding the use of trends in mathematics education for teaching mathematics to deaf students, it was found that the most used trend was ICTs, followed by Ethnomathematics. Furthermore, it was observed that one of the works involved Mathematical Modeling, and another involved Mathematical Investigations. On the other hand, no research related to the History of Mathematics or Error Analysis was found. Thus, the lack of studies linking trends in mathematics education and deaf education was evident, as only four out of the six trends used in the research had some representation in publications. As a suggestion for future work, we recommend expanding this research to include other databases and other trends. We also emphasize the need for differentiated proposals for teaching mathematics to deaf students.