If you know that the educating of mathematics offered in public schools shows up, only in the so-called “spit and chalk” and “rote learning”, where the student memorizes, memorizes and does not actually learn. Teachers use the same memorization-based methodologies as teaching math for the deaf and the listeners. This makes the teaching of math to be scattered and inconsistent. We believe that many of these teachers do so out of ignorance of the subject learning for deaf children.
Many teachers turn math into mechanical tasks by reducing it to a simple solution of addition and subtraction. Math lessons are very important activities and help in relation to school and reality, when it gives students lives at the school of experiences of your daily life.
The want for appreciating abstract circumstances is not a simple task just for listeners and learners or for teachers who are impaired. For the impaired child, so it is vastly more hard to attain without an accepted language.
Work with games promotes all types of learners, whether deaf or not. There needs to be a change in pedagogical practices and it is necessary to develop strategies that help the process of teaching and learning mathematics for deaf and listening children, bearing in mind that bringing mathematics to reality and concrete is critical to student learning and still deaf. better, because it occurs mainly through visual perception.
For the enhancement of visual elements for the deaf, it is understandable that games using visual media can facilitate the learning of mathematics. On the assumption that this feature focuses on visual perception, it becomes an extremely significant feature for Deaf learning.
Deaf students need a visual and sensory pedagogy and games and manipulable material contribute to the development of autonomy. The interesting thing is that the students come across the material and then make use of the rules of the game.
In this way, we believe that for students, especially deaf ones, to learn math more easily, it is necessary to use different techniques such as those remembered above, with a tremendous emphasis on those recreations that accentuate standard visual effects. Thus, in this article we will present some of the activities that have been developed in the classroom and which have contributed a lot to learning mathematics.
Note that pun has an important relationship with training because it is not only related to fun, it is about fun and pleasure, but also learning as reasoning, calculation, operation, among others. The use of play activities in mathematics and concrete materials is closely linked to the cognitive development of the child. One must reflect that some specific content of mathematics has no bearing on the idea of being applied using games, but somehow foster a critical, investigative sense which helps in the understanding and understanding of particular topics related to mathematics teaching.