<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362024000200205</article-id>
<article-id pub-id-type="doi">10.12802/relime.24.2723</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O pensamento algébrico de surdos em tempos de pan-escola: desafios e possibilidades]]></article-title>
<article-title xml:lang="en"><![CDATA[The algebraic thinking of the deaf in pan-school times: challenges and possibilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Natália Aparecida Valentim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Daniel]]></surname>
<given-names><![CDATA[Douglas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costardi]]></surname>
<given-names><![CDATA[Elaine Jeremias Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leandro]]></surname>
<given-names><![CDATA[Everaldo Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>205</fpage>
<lpage>236</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362024000200205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362024000200205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362024000200205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A presente pesquisa objetivou investigar o pensamento algébrico de estudantes surdos no contexto em que uma pan-escola surge e está em um processo, ainda incerto, de mudança. A pesquisa se caracterizou como qualitativa do tipo estudo de caso e para investigar o pensamento algébrico, analisou-se as produções dos estudantes e os diálogos construídos durante os encontros a partir de propostas criadas com base em um jogo digital e em tarefas investigativas. Os resultados encontrados mostraram desafios e possibilidades ao buscar desenvolver e compreender o pensamento algébrico de surdos em uma proposta de ensino remoto. Concluiu-se que há a possibilidade de desenvolvimento do pensamento algébrico de surdos no contexto de uma pan-escola, mas que a criação de materiais e tarefas por si só não basta, sendo que o trabalho coletivo, o diálogo e os momentos síncronos foram a base para que isso ocorresse.1]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  La presente investigación tuvo como objetivo investigar el pensamiento algebraico de estudiantes sordos en el contexto en el que emerge una pan-escuela y se encuentra en un proceso, aún incierto, de cambio. La investigación se caracterizó por ser de tipo estudio de caso cualitativo y para investigar el pensamiento algebraico, se analizaron las producciones y diálogos de los estudiantes construidos durante las reuniones a partir de propuestas creadas a partir de un juego digital y tareas investigativas. Los resultados encontrados mostraron desafíos y posibilidades al buscar desarrollar y comprender el pensamiento algebraico de personas sordas en una propuesta de enseñanza remota. Se concluyó que existe la posibilidad de desarrollar el pensamiento algebraico de las personas sordas en el contexto de una escuela en la pandemia, pero que la creación de materiales y tareas por sí solas no es suficiente, y el trabajo colectivo, el diálogo y los momentos sincrónicos fueron la base para que esto ocurra.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research aimed to investigate the algebraic thinking of deaf students in the context of a pan-school that is emerging and undergoing a process of change, which is still uncertain. The research was characterized as a qualitative case study and, in order to investigate algebraic thinking, the students&#8217; productions and the dialogues constructed during the meetings were analyzed based on proposals created based on a digital game and investigative tasks. The results found showed challenges and possibilities when seeking to develop and understand the algebraic thinking of deaf students in a remote teaching proposal. It was concluded that there is a possibility of developing the algebraic thinking of deaf students in the context of a pan-school, but that the creation of materials and tasks alone is not enough, and collective work, dialogue and synchronous moments were the basis for this to occur.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ La présente recherche visait à étudier la pensée algébrique des élèves sourds dans le contexte dans lequel une pan-école émerge et est dans un processus, encore incertain, de changement. La recherche a été caractérisée comme un type d&#8217;étude de cas qualitative et pour enquêter sur la pensée algébrique, les productions des étudiants et les dialogues construits au cours des réunions ont été analysés sur la base de propositions créées à partir d&#8217;un jeu numérique et de tâches d&#8217;investigation. Les résultats trouvés ont montré des défis et des possibilités lorsqu&#8217;on cherche à développer et à comprendre la pensée algébrique des personnes sourdes dans une proposition d&#8217;enseignement à distance. Il a été conclu qu&#8217;il existe une possibilité de développer la pensée algébrique des personnes sourdes dans le contexte d&#8217;une école pan-scolaire, mais que la création de matériels et de tâches à elle seule ne suffit pas, et que le travail collectif, le dialogue et les moments synchrones constituent la base de ce projet. que cela se produise.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento Algebraico para Sordos]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Pan-escuela]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Algebraic Thinking for the Deaf]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Remote Teaching]]></kwd>
<kwd lng="en"><![CDATA[Pan-school]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento Algébrico de Surdos]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Remoto]]></kwd>
<kwd lng="pt"><![CDATA[Pan-escola]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement]]></kwd>
<kwd lng="fr"><![CDATA[des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Pensée algébrique pour les sourds]]></kwd>
<kwd lng="fr"><![CDATA[Pandémie]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement à distance]]></kwd>
<kwd lng="fr"><![CDATA[Pan-école]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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