Ensino do Sistema Monetário Brasileiro para alunos surdos do 3º e 4º anos do Ensino Fundamental: um experimento de ensino

Abstract

This qualitative research is defined as a Teaching Experiment. The research question sought was: What are the contributions of activities from a Didactic Sequence to teaching mathematical concepts about the Brazilian Monetary System to deaf students in the 3rd and 4th grades of Elementary School? The main objective is to investigate the potential and limitations of the activities from the Didactic Sequence in understanding mathematical concepts about the Brazilian Monetary System. Specifically, it aims to understand how students recognize banknotes, their respective values and the relationship between them, identify limitations in relation to the interpretation of the statements of the activities written in Portuguese and analyze the students' behavior in a real shopping situation in a supermarket. The participants in the research are three deaf students aged eight to ten from the Professor Alfredo Dub Special Bilingual Education School in the city of Pelotas/RS. The text discusses the teaching of Mathematics to the deaf, the Brazilian Monetary System and its teaching, and the Didactic Sequences. The application of the Didactic Sequence took place between September and October 2023, during five meetings, with the last meeting being the focus of analysis. In this sense, activities were developed with teaching materials that explored visuality, so important for the teaching of the deaf subject. The data were collected from filming and records of the activities, photographs and the researcher's field diary. The analysis focused on the activities developed in the last meeting: going to the market, shopping using flyers and individual interviews. Thus, the main results of the research corroborate that the use of visual resources, concrete materials and practical activities contribute to the teaching of mathematical concepts to any child, but for the deaf it is essential due to their linguistic specificity. It is very important to explore Portuguese linked to mathematics, in order to interpret and understand values, minimizing linguistic barriers that may arise. The topic of the Brazilian Monetary System needs to be explored throughout Elementary School, as it is important and necessary knowledge for the autonomy and independence of any person.