Desenvolvendo o conceito de divisão a partir de cenários para investigação inclusivos com duas surdas e um surdo estudante em um CAEE

Abstract

This qualitative research (Flick, 2009) was conducted at a Specialized Educational Assistance Center (CAEE) located in southern Minas Gerais. The general objective was to "investigate the process of constructing the concept of division by two Deaf female students and one Deaf male student, mediated by Brazilian Sign Language (Libras) and visuality." Specifically, we aimed to "develop a Didactic Sequence to work on the concept of division with Deaf students, adopting an Inclusive Investigation Scenario perspective." This work is based on Visual Pedagogy proposed by the Deaf author Campello (2008). We highlight that the data from this research were shared with Carvalho (2024). For data collection, we used video recordings, the researcher's field diary, and the students' written records. For data analysis, we employed the content analysis methodology proposed by Mendes et al. (2022). After transcribing and processing the data, we identified two categories of analysis: (1) Strategies used in the teaching and learning process of the division concept; (2) Teaching and learning process of the division concept and Deaf Culture.In the first category of analysis, we listed the following strategies for solving the proposed scenarios: (1) use of visual resources; (2) counting; (3) estimation; (4) mental calculation; (5) division algorithm. In the second category of analysis, we listed: (1) satisfaction with the methodology; (2) use of color; (3) drawing; (4) translation of Mathematical Language to Libras; (5) counting in Libras. Furthermore, we emphasize the importance of a contextualized practice that considers the intersection of difference, aspects of Deaf Culture, Libras, and Visuality. We observed how the use of visual resources provided different ways to interpret, solve, and express Mathematics. Based on the data collected, we developed an Educational Product proposing a Didactic Sequence from the perspective of Inclusive Investigation Scenarios regarding the concept of division, which can be implemented in mathematics classes.