Letramento matemático e a educação de surdos

Abstract

The purpose of this monograph is to highlight the formative needs of deaf students, in relation to literacy, elucidating the interpretation of mathematical language and its signs. From now on, it is pointed out that literacy is distinguished from literacy, building an evolutionary process of it. Literacy is not focused on learning to read or write, because literacy comes from a collective social action, from the formal and non-formal construction of the individual. Entering the accessibility of the deaf, the understanding of written signs, as well as in other areas, it is important to highlight that mathematical literacy can be considered a social practice, and mathematics, once being the basis for other plots and areas of knowledge, is a support and help so that external conceptions are interpreted in a concise and qualitative way. By referencing mathematics in this article, the intention is to praise its contributions, since, as mathematics can be translated through a visual symbology, and offers several interpretations, not only in its area of activity but also in other niches, thus, being potentiating for education and literacy, as it provides opportunities for learning in everyday life, facilitating the experience in society. Thus, this work is based not only on complementary readings, but on articles that allow data collection, praising deaf students and teachers, about the development of students with deafness, from the mathematical context.