The Meaning of Division for Deaf Students in the Context of Problem-Solving Situations

Abstract

The performance of deaf students, users of the Brazilian Sign Language (Libras), in tasks involving division has not been satisfactory and may be aggravated by the social isolation experienced in a society whose majority is hearing. This study investigated the schemes of two deaf middle-school students in situations involving the meanings of the division, based on Gérard Vergnaud’s Theory of Conceptual Fields. The study aims to contribute to the creation of a method to analyze the mathematical performance of deaf learners in the context of inclusion. For that, eight problem situations of isomorphism of measures were presented individually in Libras with the aid of an interpreter of Libras. The interactions between the researcher, the interpreter, and the students were filmed and transcribed into Portuguese. Through a microgenetic analysis associated with videography, we sought to observe the schemes in three dimensions: (1) Libras, (2) gestures, and (3) written productions. Schemes were based on additive reasoning or an intermediate step between additive and multiplicative reasoning, regardless of the type of situation. The concepts and theorems-in-action mobilized by the students showed the predominance of the additive reasoning. The results suggest that educational situations for deaf learners should consider their schemes, valuing gestures in coordination with Libras, to promote meaningful mathematical communication in the context of inclusion.