Inclusive landscapes of investigation in mathematics classrooms with deaf and hearing students

International audienceThis paper aims to discuss possibilities for educational mathematics practices addressing the inclusion of deaf students in regular schools. In order that I present reflections on the meetings amongst deaf and hearing students in mathematic classes in a Brazilian context. My reference for such discussions is the results of my doctoral research whose focus was interaction in a mathematics classroom in which students speak different languages-Portuguese and Brazilian Language of Signs. First, I present the context of deaf education in Brazil. Following, I present the design of the study and my reflections concerning the dialogical interaction pattern and aspects of Inclusive Landscapes of Investigation with reference to mathematics classes where deaf and hearing students are together. I conclude that educational practices based on Inclusive Landscapes of Investigation can support mathematics classes in the context of inclusion of deaf students in regular school