Search

This article aims to describe and problematize the first presentations of three videos from Phase 1 of the MathLibras project in a class of deaf students in the 3rd grade of elementary school, in a bilingual school for the deaf in 2022, in RS, Brazil. Each video presents in Libras a narrative that proposes a mathematical challenge related to the additive field based on composition problems. The methodology is qualitative and involved broadcasting three videos in two sessions in which deaf students, a school coordinator, and the MathLibras team were present. The data comprised filming the presentations and materials students produced. To analyze the videos, the team selected some scenes considered critical events, based on which the students expressed their understanding of the proposed challenge. As a result, the perception of visual errors when editing the images stands out, which generated students’ confusing interpretations. One of the teachers had to explain and write the calculation on the board so the students understood the statement proposed in the video. With the explanations and exemplifications written on the board, the students independently solved the challenge proposed in the third video. The reception evaluation also highlighted that actors must signal Libras more slowly, targeting children. [ABSTRACT FROM AUTHOR]