EDUCATIONAL DOMINOES IN MATHEMATICS TEACHING FOR DEAF STUDENTS: A STUDY

Abstract

The general objective of this study was to analyze the contributions of educational dominoes and other visual and manipulable resources to mathematics instruction for deaf students, considering inclusive and accessible practices. This is an integrative review conducted using the OasisBr database, based on the descriptors "Mathematics Teaching," "Educational Dominoes," and "Deaf," combined using Boolean operators. Articles published between 2021 and 2026 that were available in full text and related to mathematics instruction for deaf students were included. Works published prior to 2021, review articles, duplicates, and studies unrelated to the topic were excluded. The results demonstrated that educational games, concrete materials, visual resources, and the use of Libras (Brazilian Sign Language) facilitate the understanding of abstract mathematical concepts and enhance student interest, participation, and interaction. The study also highlighted the importance of teacher mediation, activity planning, and both initial and continuing teacher training to ensure these resources are used intentionally. It is concluded that educational dominoes represent a promising strategy for inclusive mathematics instruction, provided they are adapted to the linguistic and visual specificities of deaf students and integrated into pedagogical practices that value their participation and active role in the meaningful construction of school-based mathematical knowledge.