Analog games and materials as teaching tools in Metrology: the case of the technical domino and tampateca

Abstract

This study aimed to analyze the contribution of accessible analog games and materials to the learning of Metrology contents by deaf students within the scope of Professional and Technological Education (PTE). The qualitative research was conducted at the Federal Institute of São Paulo, São José dos Campos Campus, with seven deaf students from different classes of the Technical Mechanics course. Three  materials were developed: Metrology Technical Domino, Tampateca, and Enlarged Pedagogical Caliper.The methodology adopted was a case study, with the observation of students’ interaction with the resources. The findings indicated advances in understanding concepts such as unit conversion, scale reading, and the use of measuring instruments. Increased active participation, peer collaboration, and student engagement were observed. The mediation of the Libras (Brazilian Sign Language) interpreter, and the use of visual and tactile materials, were decisive for learning. The study dialogues with the theory of instrumental genesis (Rabardel, 1995), the bilingual perspective of deaf education (Quadros & Perlin, 2007), and the contributions on playfulness in education (Kishimoto, 2007; Brougère, 1998), which informed the design and analysis of the materials. It is concluded that the use of accessible resources promotes equity in PTE and expands learning opportunities for deaf students. This work constitutes a segment of the author’s master’s dissertation, which more broadly investigates the development and appropriation of accessible pedagogical tools by Libras interpreters in collaboration with PTE instructors.