Building bridges between Mathematics Didactics and Inclusive Mathematics Education: the possibilities of T4TEL

This article aims to discuss access to knowledge by deaf and hearing students through tasks that legitimize their differences. To this end, it is based on two theories of Mathematics Didactics of Francophone influence: Vergnaud's Conceptual Fields Theory, for the deepening of studies regarding the mathematical knowledge studied, and Chevallard's Anthropological Theory of the Didactic, for the development of the investigation. It is conjectured that the T4TEL model is a possibility for deaf and hearing students to access mathematical knowledge in the same school space. The conclusions include that the T4TEL Model has proved to be efficient for research in the area of Inclusive Mathematics Education, since it considers the cognitive subject in the modeling of didactic variables. It also shows that the illustration variable has greater potential for deaf and hearing students to access knowledge.