A divisão por alunos surdos: ideias, representações e ferramentas matemáticas

Abstract

This paper aims to contribute in the teaching and learning of mathematics for Deaf students, more specifically, it seeks to understand how deaf students build their strategies in solving activities that involve division. Anchored in Social-Historical Theory, covers the theoretical concepts of symbolic mediation Vygotskianas (Oliveira, 1997; Freitas, 1998), thought and language (Oliveira, 1997; Freitas, 1998), learning and development, (Oliveira, 1997; Freitas, 1998) and defectology (Vygotsky, 1983; Freitas, 1998). Sack's (1998) and Lopes (2011) are highlighted in a historical and educational Deaf. Nunes (2004, 2009) is the main reference of the cognitive issues of mathematics education addressed in the work and considerations on the mathematical education of the Deaf. A qualitative research with the application of twenty activities settled by a group of five deaf students of the National Institute of Deaf Education, with the participation of a deaf assistant teacher was performed.. The results of the analyzes of these activities allowed draw conclusions about the schemes of reasoning developed by these students to solve situations of division, their abilities and difficulties, generating reflections and "clues" for the development of pedagogical strategies that contribute to the processes of education and learning division by deaf students.