Mathematics teaching and Sign Language: a mediated relationship in deaf education

This research aimed to analyze the role of sign language in the process of teaching and learning mathematics by deaf students in the negotiation of meanings and construction of concepts. Educational Design Research was used as the research method, and the second phase of the design/construction is specifically presented here, in which interviews were conducted with Mathematics teachers, Libras translators and interpreters, parents and deaf students from state public schools in a municipality in the state of Paraná. The data was analyzed using Content Analysis. The results highlight the need for attention to be paid to the teaching of mathematics in deaf education, so that its foundations should be based on an understanding of sign language as a means of learning, valuing deaf culture and visual experiences in the classroom.