Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.17227/rce.num87-12295 http://hdl.handle.net/11449/250035 |
Resumo: | In this article, we present reflections on the meeting between deaf students and listeners in mathematics classes. In order to contribute to a better understanding of practices based on the concept of inclusion and equity, we bring a discussion about interactions in mathematics classes based on an approach in which the dialogic communication was privileged. Our reference for such discussions is the result of a research that is focused on interaction in which students speak different languages - Portuguese and Brazilian Sign Language. First, we present the context in which the research was carried out. Then, some relevant aspects of the dialogic perspective are elucidated. To illustrate how the interactions took place, we present an episode in which appears interactions among the participants. Finally, we present our reflections on the proposed landscapes of investigation and dialogue in a teaching environment that focuses on inclusion and equity. The results indicate the viability of dialogic interaction between two culturally different groups - deaf and hearing - and their participation in conditions of equity and cooperation during the mathematical learning process. We understand that the reflections and conclusions presented in this paper support mathematics education practices with a focus on diversity. |
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Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics ClassesPaisajes de investigación, diálogo e inclusión: sobre el encuentro entre estudiantes sordos y oyentes en las clases de matemáticasCenários para investigação, diálogo e inclusão: sobre o encontro de surdos e ouvintes em aulas de matemáticacooperationcritical mathematics educationdeaf educationequitymathematics education and inclusionmeeting amongst the differentIn this article, we present reflections on the meeting between deaf students and listeners in mathematics classes. In order to contribute to a better understanding of practices based on the concept of inclusion and equity, we bring a discussion about interactions in mathematics classes based on an approach in which the dialogic communication was privileged. Our reference for such discussions is the result of a research that is focused on interaction in which students speak different languages - Portuguese and Brazilian Sign Language. First, we present the context in which the research was carried out. Then, some relevant aspects of the dialogic perspective are elucidated. To illustrate how the interactions took place, we present an episode in which appears interactions among the participants. Finally, we present our reflections on the proposed landscapes of investigation and dialogue in a teaching environment that focuses on inclusion and equity. The results indicate the viability of dialogic interaction between two culturally different groups - deaf and hearing - and their participation in conditions of equity and cooperation during the mathematical learning process. We understand that the reflections and conclusions presented in this paper support mathematics education practices with a focus on diversity.Educação Matemática Universidade Estadual Paulista (Unesp)Visitante do Instituto Federal do Rio Grande do SulColaboradora Voluntária Universidade Estadual Paulista (Unesp)Educação Matemática Universidade Estadual Paulista (Unesp)Colaboradora Voluntária Universidade Estadual Paulista (Unesp)Universidade Estadual Paulista (UNESP)Visitante do Instituto Federal do Rio Grande do SulMoura, Amanda Queiroz [UNESP]Penteado, Miriam Godoy [UNESP]2023-07-29T16:16:00Z2023-07-29T16:16:00Z2023-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article37-52http://dx.doi.org/10.17227/rce.num87-12295Revista Colombiana de Educacion, n. 87, p. 37-52, 2023.0120-3916http://hdl.handle.net/11449/25003510.17227/rce.num87-122952-s2.0-85161261387Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista Colombiana de Educacioninfo:eu-repo/semantics/openAccess2023-07-29T16:16:00Zoai:repositorio.unesp.br:11449/250035Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T16:25:19.978069Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes Paisajes de investigación, diálogo e inclusión: sobre el encuentro entre estudiantes sordos y oyentes en las clases de matemáticas Cenários para investigação, diálogo e inclusão: sobre o encontro de surdos e ouvintes em aulas de matemática |
title |
Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes |
spellingShingle |
Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes Moura, Amanda Queiroz [UNESP] cooperation critical mathematics education deaf education equity mathematics education and inclusion meeting amongst the different |
title_short |
Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes |
title_full |
Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes |
title_fullStr |
Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes |
title_full_unstemmed |
Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes |
title_sort |
Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes |
author |
Moura, Amanda Queiroz [UNESP] |
author_facet |
Moura, Amanda Queiroz [UNESP] Penteado, Miriam Godoy [UNESP] |
author_role |
author |
author2 |
Penteado, Miriam Godoy [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (UNESP) Visitante do Instituto Federal do Rio Grande do Sul |
dc.contributor.author.fl_str_mv |
Moura, Amanda Queiroz [UNESP] Penteado, Miriam Godoy [UNESP] |
dc.subject.por.fl_str_mv |
cooperation critical mathematics education deaf education equity mathematics education and inclusion meeting amongst the different |
topic |
cooperation critical mathematics education deaf education equity mathematics education and inclusion meeting amongst the different |
description |
In this article, we present reflections on the meeting between deaf students and listeners in mathematics classes. In order to contribute to a better understanding of practices based on the concept of inclusion and equity, we bring a discussion about interactions in mathematics classes based on an approach in which the dialogic communication was privileged. Our reference for such discussions is the result of a research that is focused on interaction in which students speak different languages - Portuguese and Brazilian Sign Language. First, we present the context in which the research was carried out. Then, some relevant aspects of the dialogic perspective are elucidated. To illustrate how the interactions took place, we present an episode in which appears interactions among the participants. Finally, we present our reflections on the proposed landscapes of investigation and dialogue in a teaching environment that focuses on inclusion and equity. The results indicate the viability of dialogic interaction between two culturally different groups - deaf and hearing - and their participation in conditions of equity and cooperation during the mathematical learning process. We understand that the reflections and conclusions presented in this paper support mathematics education practices with a focus on diversity. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-29T16:16:00Z 2023-07-29T16:16:00Z 2023-01-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.17227/rce.num87-12295 Revista Colombiana de Educacion, n. 87, p. 37-52, 2023. 0120-3916 http://hdl.handle.net/11449/250035 10.17227/rce.num87-12295 2-s2.0-85161261387 |
url |
http://dx.doi.org/10.17227/rce.num87-12295 http://hdl.handle.net/11449/250035 |
identifier_str_mv |
Revista Colombiana de Educacion, n. 87, p. 37-52, 2023. 0120-3916 10.17227/rce.num87-12295 2-s2.0-85161261387 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Revista Colombiana de Educacion |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
37-52 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1808128648493924352 |