Pedagogical strategies in Mathematics teaching

the case of a student with hearing impairment in Early Childhood Education

Abstract

This study aims to report the pedagogical strategies used in teaching Mathematics to a student with hearing impairment in Early Childhood Education. The research is qualitative in nature and sought to understand how inclusive pedagogical practices can contribute to cognitive development and the learning of Mathematics. Data were collected during Mathematics classes through classroom observations and the analysis of the activities carried out by the student. The mathematical activities addressed concepts of counting, recognition of geometric shapes, and spatial awareness, consistently mediated by visual resources and playful activities, using manipulative materials and educational games. The results reveal satisfactory performance, evidenced by the development of logical reasoning skills, problem-solving abilities, and social interaction, despite the communicative barriers inherent to hearing impairment. It is concluded that the existence of an inclusive school environment, combined with the family’s emotional and educational support, constitutes a determining factor in promoting the child’s learning and overall development. Furthermore, the importance of intentional, well-planned pedagogical practices mediated by accessible resources is emphasized as an essential condition to ensure equity in Mathematics education.