Abstract

VIDAL GARCIA, Lilibeth  and  BOHORQUEZ CASTANEDA, Martha Patricia. Basic concepts of probability in an integrated classroom with deaf and hearing students using a didactic sequence. Rev. logos cienc. tecnol. [online]. 2025, vol.17, n.1, pp.154-192.  Epub Feb 09, 2025. ISSN 2145-594X.  https://doi.org/10.22335/rlct.v17i1.2023.

This study details the design and implementation of a didactic sequence (DS) to teach probability concepts to 7th-grade students in an integrated classroom comprising both deaf and hearing learners, supported by a Colombian Sign Language (LSC) interpreter. The design prioritizes visual learning, the use of tangible materials, graphical representations, experimentation, and interactive activities to overcome communication barriers and motivate students to independently construct foundational probability concepts. These include random experiments, sample spaces, tree diagrams, and probability assignments, all aligned with the basic competency standards set by the Ministry of National Education (MEN). The process began with a diagnostic test, which revealed that none of the students had prior knowledge of probability. Subsequently, the DS was designed and implemented, with the execution and outcomes compared across both groups for each activity. The results indicate that deaf students acquired the concepts as effectively as their hearing peers, requiring only minimal assistance from the LSC interpreter for comprehension and task completion.

Keywords : probability theory. Author keywords: didactic sequence; deaf students; integrated classroom; special educational needs (NEES)..

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