INCLUSIVE MATHEMATICS EDUCATION IN THE DEAF EDUCATION

Abstract

This work aims to analyze, from the perspective of Inclusive Mathematics Education, the mathematical procedures used by a Deaf student of the 2^nd year of High School in the face of activities with basic arithmetic operations. The study was carried out from the perspective of Inclusive Mathematics Education. The theoretical framework was based on the assumptions of Inclusive Mathematics Education and Deaf Education. As for the methodology, the research assumed a qualitative and exploratory approach, in the form of a Case Study. For the construction of the empirical material, arithmetic mean and weighted mean activities were applied, which explored the arithmetic knowledge and understanding of mathematical concepts by the deaf student participating in the study. The analysis of the results was based on the observation of the activities developed and the aspects of teaching and learning from the researchers' point of view. The results obtained point to the student's difficulties in knowing or remembering some procedures of the algorithms of subtraction and division operations, in addition to presenting little consolidation of arithmetic facts related to the multiplication table. The strategies most used by her in solving the activities involved counting procedures to the detriment of memorizing basic arithmetic facts.