Teaching mathematical concepts for deaf students in an inclusive perspective

Abstract

The teaching of mathematics, especially related to problem solving for deaf students is still a dilemma for teachers of mathematics, as studies portray Nogueira and Machado (1995 ), Coutinho (2003 ), Gil (2007 ), Favero (2010) and Fernandes (2011). This process is hampered by language barriers and by the way the average teacher mathematical knowledge in the classroom. Problem solving is an active methodology that emphasizes a conception of teaching not by exposure to concepts, but by creating meaningful knowledge , so that mathematics becomes interesting and stimulating . Accordingly, changes in planning and activities performed by these professionals are needed to promote equal conditions of access to learning and encourage students in all their abilities and potential, because according to Pozo (1998), the teaching based on the methodology problem solving helps students "learn to learn", ie, being self-employed in seeking solutions to the problems that trouble them. In this research we intend to investigate how the resource room teacher can help the teacher of Mathematics of the common class, to draw up an Individualized Education Plan for a deaf student, aimed at solving problems in an inclusive perspective, through observation and analysis of the elements that make up the environments and the research subjects and the creation of Individualized Education Plans. With this collaborative work, the objective is the full participation of deaf students in math classes.