Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes

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dc.contributor.authorMoura, Amanda Queiroz [UNESP]
dc.contributor.authorPenteado, Miriam Godoy [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.contributor.institutionVisitante do Instituto Federal do Rio Grande do Sul
dc.date.accessioned2023-07-29T16:16:00Z
dc.date.available2023-07-29T16:16:00Z
dc.date.issued2023-01-01
dc.description.abstractIn this article, we present reflections on the meeting between deaf students and listeners in mathematics classes. In order to contribute to a better understanding of practices based on the concept of inclusion and equity, we bring a discussion about interactions in mathematics classes based on an approach in which the dialogic communication was privileged. Our reference for such discussions is the result of a research that is focused on interaction in which students speak different languages - Portuguese and Brazilian Sign Language. First, we present the context in which the research was carried out. Then, some relevant aspects of the dialogic perspective are elucidated. To illustrate how the interactions took place, we present an episode in which appears interactions among the participants. Finally, we present our reflections on the proposed landscapes of investigation and dialogue in a teaching environment that focuses on inclusion and equity. The results indicate the viability of dialogic interaction between two culturally different groups - deaf and hearing - and their participation in conditions of equity and cooperation during the mathematical learning process. We understand that the reflections and conclusions presented in this paper support mathematics education practices with a focus on diversity.en
dc.description.affiliationEducação Matemática Universidade Estadual Paulista (Unesp)
dc.description.affiliationVisitante do Instituto Federal do Rio Grande do Sul
dc.description.affiliationColaboradora Voluntária Universidade Estadual Paulista (Unesp)
dc.description.affiliationUnespEducação Matemática Universidade Estadual Paulista (Unesp)
dc.description.affiliationUnespColaboradora Voluntária Universidade Estadual Paulista (Unesp)
dc.format.extent37-52
dc.identifierhttp://dx.doi.org/10.17227/rce.num87-12295
dc.identifier.citationRevista Colombiana de Educacion, n. 87, p. 37-52, 2023.
dc.identifier.doi10.17227/rce.num87-12295
dc.identifier.issn0120-3916
dc.identifier.scopus2-s2.0-85161261387
dc.identifier.urihttp://hdl.handle.net/11449/250035
dc.language.isopor
dc.relation.ispartofRevista Colombiana de Educacion
dc.sourceScopus
dc.subjectcooperation
dc.subjectcritical mathematics education
dc.subjectdeaf education
dc.subjectequity
dc.subjectmathematics education and inclusion
dc.subjectmeeting amongst the different
dc.titleLandscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classesen
dc.titlePaisajes de investigación, diálogo e inclusión: sobre el encuentro entre estudiantes sordos y oyentes en las clases de matemáticases
dc.titleCenários para investigação, diálogo e inclusão: sobre o encontro de surdos e ouvintes em aulas de matemáticapt
dc.typeArtigo
unesp.author.orcid0000-0002-9472-3773 0000-0002-9472-3773[1]
unesp.author.orcid0000-0003-0458-275X 0000-0003-0458-275X[2]

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Artigos - Matemática - IGCE