A percepção de duas professoras sobre as potencialidades do uso do vídeo “Soma 3” do MathLibras para o ensino de Matemática para crianças surdas

Abstract

The research presented here, a synthesis of a dissertation, has a qualitative character and is defined as a case study. It aims to analyze the potential of using the video “Soma 3” for teaching Mathematics to deaf children in the 1st and 2nd year of Elementary School, based on the perception of two teachers. The text discusses the teaching of Mathematics, visuality and Deaf Education. The research subjects were two teachers from the Early Years of Elementary School at Escola Bilíngue X, a school for the deaf in the city of X, one deaf and one hearing. The methodology used as a source of production and data collection was a questionnaire applied to the teachers, in addition to the analysis of the video itself, with responses being returned, in writing from the hearing teacher and, in video form, from the deaf teacher. The analysis was done using Content Analysis. As a result, the importance of visuality in teaching Mathematics to deaf children is recorded, but with the emphasis that this does not apply exclusively to them. It was also possible to notice that visuals positively interfere with the learning of these children, including the use of teaching videos as a resource, as from the research carried out, it was found that this is an excellent resource for teaching. It is noteworthy, regarding the use of the analyzed video, that despite being configured as a positive instrument, it is not recommended for the 1st and 2nd years of Elementary School, due to its level of difficulty. Another aspect observed regarding the use of this type of video is the language, because in order for it to be used without assistance from teachers, deaf children will need to have a more developed language, that is, greater fluency in sign language