Mathematics for Portuguese students with hearing impairment: an exploratory study of mathematical terms/concepts used in inclusive schools

Abstract

Mathematics seems to be an academic subject hard to master by students with hearing impairment, considering there is a huge gap in the translation of mathematical terms/concepts from an oral language to a sign language when students are exposed in a bilingual education. This is the case in Portugal since 2008 with the inclusion of students in regular schools exposed to two languages. The goals of this study were to describe the academic background and professional experience of Portuguese Sign Language (PSL) Teachers and Interpreters, to discuss possible collaborative work between the latter professionals and Mathematics Teachers and how they act during classes in the absence of pre-defined gestures for some mathematical terms, and understand the terms used by teachers within math curriculum which have no direct translation for PSL. PSL. When there is no gesture to translate a mathematical term, the interpreters use dactylology and explanations by other existing gestures, leaving to students the process of designing of a code/sign to better represent it. It is necessary to foster a dynamic partnership between the different professionals working with students with hearing impairment, aiming at enriching the specific vocabulary of several subjects in order to improve the teaching-learning process.