O processo de inclusão de estudantes surdos e o ensino de matemática: uma reflexão a partir de uma revisão bibliográfica

Abstract

The objective of this study was to analyze how educational strategies and teaching methodologies are used in the teaching and learning process of inclusive mathematics for deaf students, as well as to address hearing impairment and deaf people, in addition to understanding the laws that regulate deaf access to the regular education system. The methodology used was a qualitative literature review, through researchin dissertations and theses, addressing inclusive mathematics education for deaf students, from 2015 to 2025. The search for research for the literature review was conducted in the repositories: Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD), resulting in 11 research studies: seven dissertations and four theses. The studies conducted during this research concluded that teaching and learning mathematics for deaf students is a challenge, as there is a lack of visual resources and sign language to translate mathematical concepts. Teacher training is inadequate for working with these students, requiring further development of teachers, coordinators, and school management. However, the research indicated that it is possible to develop playful and visual activities that favor these students' learning, such as the use of appropriate resources, adapted activities with concrete materials, such as games, and the relevance of technological resources as a tool for teaching and learning mathematics, as these pedagogical strategies helped make teaching the subject a reality.