MATHEMATICS AND PORTUGUESE SIGN LANGUAGE LEARNING WITH A TANGIBLE GAME: An Inclusive Approach
DOI:
https://doi.org/10.24065/rsi.v2i2.2635Keywords:
Game-Based Learning, Tangible Game, Inclusive Education, Mathematics. Sign LanguageAbstract
The aim of this study was to investigate the potential of a tangible game, the Inclusive Glossary of Mathematical Terms (GIM), to support the teaching of Mathematics and Portuguese Sign Language (Língua Gestual Portuguesa; LGP) to pre-school and primary school children, with an emphasis on inclusive education, knowledge acquisition and engagement. GIM consists of physical cards that are complemented by videos, visualised in an interface designed for this game, where concepts, characters and objects are identified through images, words and LGP. During the development process, it was possible to involve a multidisciplinary team, which included a Deaf teacher and a LGP interpreter. Later, to validate its content, a discussion group of teachers specialised in teaching d/Deaf children was set up. The study involved 120 children aged between three and eight (M = 5.61; SD = 0.78) and seven teachers of LGP and special education from three Portuguese schools. The children used the GIM in their classrooms, with the help of the participating teachers, who were then interviewed and the interviews were analysed using mixed content analysis procedures. The results indicated that GIM has the potential to support the teaching of Mathematics and LGP in pre-school and primary school, especially in inclusive education contexts. The tangible nature of the game made it easier for children to understand Mathematics concepts and LGP, leading to greater engagement in the teaching-learning process. In addition, the game raised awareness of diversity and the principles of inclusive education.
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References
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