Investigação matemática em sala de aula: uma proposta para a inclusão do aluno surdo no ensino regular

Abstract

With a view to teaching mathematics to students with special educational needs, this research arose from the concern to reconcile mathematics teaching with inclusive practices. We thought of a methodology that contributed to the learning of deaf students in math classes. The research was based on the following question: Is classroom mathematical research an appropriate methodology for working mathematical content with deaf students significantly? Thus, the objective that supported this research was to develop a teaching sequence, through mathematical investigation in the classroom, to the students of a 5th grade elementary school class of a public school in Jataí-GO, in order to inclusion of a deaf student. This is a qualitative research, which opted for the case study. As data collection instruments we used classroom observation, in which we observed the math classes given by the classroom teacher; the application of a questionnaire to the conducting teacher and the interpreter and the application of a teaching sequence by mathematical investigation, with three investigative activities.The analyzes initially focused on students' observations and participation in mathematical investigations, which required: oral discussions, reporting of mathematical research in the classroom, and solving mathematical problems related to investigations. In the investigative activities the contents of units measured in length (meter) and capacity (liter) were worked out; operations with decimal numbers and percentages, belonging to the curriculum of the 5th grade of elementary school. The research reveals that the mathematical investigation in the classroom allows the inclusion of the deaf student in the mathematics classes, since it enabled the interaction of this student, not only with colleagues, but with the entire investigative process. It also revealed that the deaf student, in a learning situation that favors him, that is, when the methodology includes him in the educational process, presents with the same difficulties and learning possibilities as the students, considered regular.