Didactic Relations and Didactic Contracts in the Assessment of Mathematics Learning in Deaf Students

This study investigates the Didactic Relationships emerging from the Didactic Contract in a Mathematics learning assessment scenario for deaf students. To produce the data, we made observations during mathematics lessons in a regular 7th-grade classroom of a public school focused on teaching and assessment of integer numbers. We also recorded the observations in a field diary. A Libras interpreter (IL), a math teacher (P), a boy deaf student (ESo), a girl deaf student (ESa), and hearing students (EO) were the participants of the research. The results show that the presence of the IL and the Deaf Students modify the Didactic Relationships, adjusting the Didactic System to a Pyramidal type system. In addition, they indicate the need to review and renegotiate the Didactic Contract, especially in assessment practices, to promote progress in developing Deaf students' knowledge.