The contributions of extension the teaching - learning mathematics student in an assignment

Abstract

In this article we report the contributions in the teaching-learning process of the decimal number system of a deaf student participating in an extension project that was developed in the Medianeirense Association of the Deaf and Fissured, currently recognized as a Bilingual School for the Deaf. This study had a qualitative character and the approach used was case study. For data collection, a deaf student participating in the project who was not literate in mathematics was selected. The results indicate that the project contributed to the teaching-learning process of the student’s mathematics, encouraging him not to abandon his studies as well as, to foment the discussions of inclusion in the school environment in the degree course in Mathematics.