Funções Executivas e a aprendizagem de Matemática de estudantes surdos no contexto de atividades de Modelagem Matemática

Abstract

The teaching and learning processes of deaf children can occur in two different contexts: in mainstream schools, where Portuguese is the language of instruction - requiring the presence of sign language interpreters - and in bilingual schools for the deaf, where the language of instruction is Brazilian Sign Language (Libras) and the teachers are bilingual. In both contexts, deaf students with cochlear implants, deaf children of deaf parents, and deaf children of hearing parents are present, which demands different approaches from teachers. These approaches must consider the use of visual and multimodal resources that support effective learning. However, beyond the aspects related to “how to teach", it is also important that teachers understand the resources and cognitive processes used by deaf students throughout their learning journeys. This is the context in which this research is situated, aiming to investigate the executive functions displayed by deaf children in Mathematical Modeling activities. In other words, it seeks to answer the following question: Which executive functions emerge and how do they influence the actions of deaf children when engaging in Mathematical Modeling activities? The choice of Mathematical Modeling as a pedagogical practice for teaching and learning mathematics stems from the possibilities highlighted in the literature, indicating that its activities allow students to reflect on mathematical content and its application in daily life, share information for problem-solving and the construction of mathematical models, and express ways of thinking and doing, especially since these activities are generally carried out in group settings. Based on Vygotsky's theoretical assumptions regarding the development and learning of deaf students, three Mathematical Modeling activities were developed in two 5th-grade classes in two different contexts: one bilingual school for the deaf and one mainstream school, involving five deaf students, all children of hearing parents. We consider that the development of core executive functions—working memory, inhibitory control, and cognitive flexibility—is related to the development of language, mathematical skills, and cognitive monitoring. Furthermore, there is a correlation: the more developed the language and mathematical skills are, the more developed the executive functions will be, and the child will gain greater control over monitoring their own learning, becoming aware of how they learn. We conclude that Mathematical Modeling has the potential to contribute to the teaching of mathematics to deaf students by promoting the development of executive functions as well as expanding linguistic and metacognitive skills. Mathematical Modeling allows students to express their ideas and strategies in Sign Language, reflect on their own learning, and adjust their actions as needed. It is a valuable practice for enhancing and enriching the learning and autonomy of deaf children in the school context.