Bilinguismo e ensino de matemática: a aprendizagem de situações-problema por alunos surdos e ouvintes no ensino fundamental I

Abstract

This educational product is linked to the dissertation entitled Bilingualism and teaching of Mathematics: the learning of problem situations by deaf students and listeners in elementary school I. It was sought to understand the relationship between bilingualism and learning of Mathematics in the context of elementary education I. research was divided into two distinct moments, the data collection was developed, in a first stage, by observing the teaching process in a class of the first year of Elementary School I, in which a deaf student studies along with students listeners. Simultaneously with the observation, there were interviews with the subjects of the school process of this class, namely: teacher and interpreter of LIBRAS. The objective of this first stage of data collection was to verify if / how bilingualism occurs in the reality analyzed. In a second moment of the research, a didactic sequence for the learning of problem situations of addition and subtraction was developed in the same class. From this study was elaborated the Educational Product entitled: Bilingual didactic sequence involving the textual genre situation-problem of Mathematics. This Educational Product, developed in real classroom conditions, reveals the potential of this methodology for teaching the textual genre problem-situations of addition and subtraction, as well as for the development of students, deaf and hearing, mediated by language and verbal or signaled interaction through the Pounds.