Year: 2025
Type: article
Study design: Systematic Review
Abstract: This article presents the results of a master’s research project of a qualitative nature, based on the methodological foundations of a Systematic Literature Review and Content Analysis. The corpus consists of articles published between 2018 and 2022 in Qualis A journals available in the CAPES Journal Portal. The research aimed to answer the following question: “What does the literature reveal about the teaching of Mathematics to deaf students, and how can it be made more inclusive?” The data analysis led to the development of six thematic categories that revealed gaps in teacher training and inclusive pedagogical practices that value Brazilian Sign Language (Libras), the importance of visual resources, and the specificities of Deaf Culture. The study also pointed out the scarcity of mathematical vocabulary in Libras and the urgent need to disseminate bilingual education and SignWriting. This study aims to contribute to the field of Mathematics Education by offering theoretical and practical insights that can guide teachers and institutions in promoting more accessible and equitable teaching for deaf students.
Source: Educação Matemática em Revista
Institution: Universidade Estadual do Norte do Paraná
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4411322181