ENSINO DE MATEMÁTICA PARA ALUNOS SURDOS: UMA EXPERIÊNCIA SOBRE MULTIPLICAÇÃO COM MATERIAL DIDÁTICO MANIPULÁVEL

Abstract

The present text presents part of the results of a master's research whose general objective was to understand the process of construction of the multiplicative concept by a group of deaf students. Here, the objective is limited to describing and analyzingthe results of three meetings held in the master's research, among a total of eight. The main theoretical framework used was the Theory of Conceptual Fields, by Vergnaud. The methodology used had a qualitative approach, and an action research was carried out. Data collection took place in a school for the deaf, which has a bilingual teaching proposal, in the interior of a state in the southern region of the country. Deaf students from the 5th/6th year participated in the study, between 2017 and 2018. Smallplates and lids and table of buttons were used as manipulative teaching material in the analyzed meetings. The meetings were filmed and video analysis was used, in addition to the researcher's field diary. The main results highlight that students realizedthat each element has its meaning in multiplication, that multiplication and division are interdependent and are in the same field of action, that multiplication is commutative and that the teaching of Mathematics in Libras facilitated the process.

Keywords: Math; Multiplication; Deaf; Conceptual Fields Theory; Visual Experience.