Landscapes of Investigation, Dialogue, and Inclusion: about the Encounter Among Deaf and Hearing Students in Mathematics Classes

Detalhes bibliográficos
Autor(a) principal: Moura, Amanda Queiroz [UNESP]
Data de Publicação: 2023
Outros Autores: Penteado, Miriam Godoy [UNESP]
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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spelling 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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