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Meetings amongst Deaf and Hearing Students in the Mathematics Classroom

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dc.contributor.authorMoura, Amanda Queiroz [UNESP]
dc.contributor.authorPenteado, Miriam Godoy [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2025-04-29T20:05:45Z
dc.date.issued2022-01-01
dc.description.abstractIn this chapter, we are aiming to contribute to practices in mathematics classes that value the idea of meetings amongst differences. We present landscapes that were designed specifically in order to favour interaction among deaf and hearing students. The discussion is based on data produced in a public elementary school in Brazil, in a fifth-year class with both deaf and hearing students. The results highlight that the organisation of tasks based on dialogic communication is essential in order to respond to unpredictability and to enable collaboration in conditions of equity in the mathematics classroom.en
dc.description.affiliationKlagenfurt University
dc.description.affiliationÉpura Group (Unesp)
dc.description.affiliationUnesp
dc.description.affiliationUnespÉpura Group (Unesp)
dc.description.affiliationUnespUnesp
dc.description.sponsorshipCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
dc.format.extent197-210
dc.identifierhttp://dx.doi.org/10.11647/OBP.0316.12
dc.identifier.citationLandscapes of Investigation: Contributions to Critical Mathematics Education, p. 197-210.
dc.identifier.doi10.11647/OBP.0316.12
dc.identifier.scopus2-s2.0-85173603284
dc.identifier.urihttps://hdl.handle.net/11449/306248
dc.language.isoeng
dc.relation.ispartofLandscapes of Investigation: Contributions to Critical Mathematics Education
dc.sourceScopus
dc.titleMeetings amongst Deaf and Hearing Students in the Mathematics Classroomen
dc.typeCapítulo de livropt
dspace.entity.typePublication

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