Ensino de Matemática para surdos: um estudo dos recursos didáticos e suas implicações pedagógicas

The study aims to analyze research that addresses the use of teaching resources in mathematics education for deaf students, seeking to identify contributions, limitations, and possibilities for inclusive pedagogical practice. This is a bibliographic study with a qualitative approach, developed from the state of knowledge. To constitute the corpus, a survey was conducted in the Capes Theses and Dissertations repository, based on descriptors related to Mathematics, Deafness, and teaching resources. After the procedures of survey, selection, and indexing, academic productions discussing proposals, materials, strategies, and mediations aimed at the teaching and learning process of mathematics for deaf students were analyzed. The results show that teaching resources play a relevant role in promoting learning, especially when linked to visuality, the use of Libras, and pedagogical practices that consider the linguistic and cognitive specificities of this audience. Among the identified resources, manipulable materials, visual resources, digital technologies, and bilingual mediation strategies stand out, as they favor the understanding of mathematical concepts and expand students’ possibilities for participation in school activities. On the other hand, the analyzed studies also reveal persistent challenges, such as the scarcity of specific materials, the need for teacher training to work with deaf students, and the limited number of investigations that assess more deeply the effects of these resources on mathematics learning. It is concluded that expanding studies in this area may contribute to strengthening inclusive practices and to producing knowledge that supports the development of more accessible, contextualized, and coherent pedagogical proposals aligned with the demands of deaf education in the field of Mathematics Education.