Mediation in Mathematics Teaching and Learning in Deaf Education: Algebraic Thinking

Abstract

The proposal of inclusive education in the education of deaf children does not limit the issues of access to communication. Bilingual education is necessary for their learning and cognitive development, also considering their way of interacting and organising life. Objectives: To investigate how mediation is done through signs and instruments in appropriating algebraic knowledge by deaf students attending non-special schools. Design: The design experiment based on educational design research (EDeR) has been chosen as the methodological path. Setting and participants: The teaching episodes were developed with two deaf students from two state public schools in a municipality in Paraná, Brazil. Data collection and analysis: Field diaries and video recordings of teaching episodes were used for data collection. The collected data were analysed through the use of content analysis. Results: Mediation through signs and instruments is the key point for high-quality teaching, as it establishes connections between the student’s previous experiences and the mathematical concepts in consolidation. Conclusions: Visuality is reaffirmed as essential for the development of mathematical contents, especially in the development of algebraic thinking in the education of deaf students. It also points out the need to expand investments in universal education of quality to guarantee human and material resources for public schools.