Abstract

KIPPER, José Daiane; OLIVEIRA, José Claudio de  and  THOMA, Adriana da Silva. Fractions and school: possibilities for the visual in the school curriculum for deaf students. e-Curriculum [online]. 2016, vol.14, n.4, pp.1310-1331. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i4p1310.

This paper analyzes both visual mathematical practices produced by a group of deaf students and a workshop called The fractions and the scale in a state school located in the Rio Pardo Valley in Rio Grande do Sul. In order to do that, we have been supported by the field of Deaf Studies, in its interlocutions with Ethnomathematics, in which we have found theoretical-methodological tools to analyze the material. The empirical data were collected from a workshop about fractions with deaf students, excerpts taken from a field journal, interview with a teacher, and documental research considering the students’ descriptive reports. The results of the investigation have enabled us to think about the position occupied by the visual and the written in the school curriculum, and the way in which this position has been evidenced in deaf education. Mathematics has been recreated in a context of linguistic and cultural differences, with the creation and convention of signs by teachers and interpreters in the schools. Such creation/convention is not universal, as it has been expressed in different ways, considering that the Brazilian Sign Language (Libras) is a sign language with regional variations.

Keywords : School Curriculum; Deaf; Mathematical Practices; Education; Deaf Studies.

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