Access to mathematical knowledge in inclusive classes: the differentiation of teaching from tasks structured in legitimizing variables of deaf students.

This text proposes to discuss access to mathematical knowledge “problems of additive structures with natural numbers”, in inclusive classrooms based on tasks structured in variables that legitimize the differences of deaf students. Therefore, it is based on Vergnaud’s Theory of Conceptual Fields, for the deepening of studies referring to the mathematical knowledge considered; on Chevallard’s Anthropological Theory of Didactics, for the development of research; and it conjectures that T4TEL is a possibility for the implementation of access to mathematical knowledge for students with different specific needs, in the same school environment. For the development of the investigation, the Conceptual Field of Additive Structures established by Vergnaud was considered, as the Epistemological Reference Model, to develop a didactic device based on T4TEL, considering didactic variables that considered the differences of deaf students. The device was validated in two specialized institutions for deaf students, and it was later implemented in a class with hearing and deaf students. Among the conclusions, it is highlighted that, supported by T4TEL and structured in legitimizing variables, it is possible to generate a set of tasks that can contribute not only to deaf and hearing students having access, simultaneously, to the mathematical knowledge studied, but also, that considering variables that legitimize differences when developing tasks makes them potentially inclusive. [ABSTRACT FROM AUTHOR]