Educação inclusiva nas aulas de matemática: uma análise bibliográfica sobre o uso de materiais manipuláveis para alunos surdos

Abstract

Mathematics education is discussed from different perspectives, one of which is directed towards inclusive education and, within this scope, the education of deaf people. Deaf people, in turn, have their own language that satisfies some specific needs related to hearing loss: Libras (Brazilian Sign Language). Thus, this research aims to understand how manipulatives such as manipulative materials can assist in the inclusive process of deaf people, integrated into regular classrooms of basic education, in learning different mathematical content. To achieve the desired objective in this research, a qualitative study was conducted through a literature review, in order to observe what has been scientifically produced in recent years regarding the topics addressed. To select materials, the Coordination for the Improvement of Higher Education Personnel and Digital Library of Theses and Dissertations, platforms were revisited, with a time frame between 2020 and 2025. After analyzing several criteria, seven studies that addressed the use of manipulatives for deaf students in mathematics classes were selected. In the analyzed studies, some similarities were observed, such as the contribution of manipulatives to the visualization of mathematical concepts and research that used games and similar materials in teaching different content. The studies found that insufficient teacher training in the area of Brazilian Sign Language, the lack of fluency in Libras on the part of some deaf students, and the absence of a Brazilian Sign Language Interpreter in classrooms with deaf students are factors that can hinder the mathematical learning of students with deafness.