Ensino de matemática para surdos: uma abordagem bilíngue

Abstract

The theme of this research the teaching of mathematics for deaf people in a bilingual perspective. This research has a qualitative approach, using the research-action as a strategy. The general objective is pointing the contribution of bilingualism in the process of fractions content’s appropriation, of 6th year of elementary school, in deaf students of this series. We have studied the formation of concepts based on the stages of Galperin’s theory (2009), allied to the bilingual approach to deaf education. The research was made in a Multifunctional Resource Room with deaf students. In order to know the reality of the school, the dynamics in which these students are inserted in Math classes and know the most difficult content of 6th grade to be taught/learned for these students, we have conducted semi-structured interviews with Math teachers, with Libras interpreters and with deaf students. The interviews revealed that the most difficult content for them is Fractions, which was the subject of the intervention. With the bilingual approach, in which the lesson is given in sign language and the activities, games and materials used prioritize the visual aspect; eight classes about Fractions were taught. From the classes with the deaf students, we have created as educational product of this research, a channel in YouTube, with one lesson about fractions in Libras, in order to deaf people have access to the Math in Libras, their first language. The result of this research was positive because the students have assimilated the contents through the activities done in classes.