The present research aimed to understand how the percentage teaching and learning process
occurs with the use of games, enabling interaction between deaf and non-deaf students. Which
was outlined by the following question: How can we use the game in teaching percentage, so
that it can provide a better interaction between deaf and non-deaf students, in a way that
facilitates the fixation of the content and helps in their learning? We used the technical
precepts of the bibliographic review, gathering the history, laws, some details about the
Brazilian Sign Language (LIBRAS) and the insertion/use of games for teaching mathematics
with deaf and non-deaf students, in order to provide, among students, a guided interaction
using the game providing new experiences and learning experiences. In this sense, we created
the game entitled "Percentage of Inclusion", which consists of a board, in which students will
have to develop activities that involve percentage, following some rules that can provide an
egalitarian experience between the deaf and non-deaf. For which, we developed a didactic
proposal, with methodological guidelines of requirements necessary to teach percentage,
enjoying the game to obtain a better fixation, focusing on the interaction of deaf and non-deaf
students. At the end of the studies, it was possible to infer that the use of games in the
teaching of mathematics can arouse students' interest in the content being taught, however,
one should work with caution when using them in teaching, following some criteria to
maintain the focus on learning. We infer that it is possible to support the use of games to
improve mathematics teaching, by providing other methods of communicating without using
oral language or LIBRAS, which are, respectively, the mother tongue of non-deaf and deaf
students.
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