O ensino de matemática pautado na identidade visual do aluno surdo

Abstract

This research proposes to discuss the particularities of teaching mathematics from the use of Libras(Brazilian Sign Language) as a means of communication between teacher and student in the classroom. Aiming to show what are the difficulties of teaching mathematics within this inclusive scenery. For this purpose, the aim is to analyze how the Brazilian Sign Language promotes the mathematical teaching and learning process by deaf students. Accordingly, will be presented the importance of teacher training and what would be the profile of the mathematics teacher in class to be overcome communicative barriers. The mathematical language has its specificities, so, will be emphasized the need for adjustments to specific methodologies and visual adaptions that experience a vision spatial experience. In this context this work pretends to discuss the teaching methods possibilities above and beyond several adaptations forms of activities to the mathematics teaching. Therefore, this research has the investigative objective of using Libras as communication mean, the docent formation and the needed features to offer to the deaf character an education based on your visual nature. As theoretical support we have Kishimoto (2006) who emphasizes the importance of an environment where the playful activity has huge importance, Perlin (1998) reflects about the visual identity of the deaf and Lacerda (2010) talks ab