Mathematics is a science taught in schools, especially in basic education, from the early years
of study until the end of high school, however, there is a large number of students who have
difficulty in understanding the reasoning that involves this area of studies. For deaf students,
these difficulties tend to worsen, due to the difficulty of communication between those who
teach, in general hearing teachers with little command of sign language, and those who need
this teaching, namely deaf students. The theme addressed by the research developed by me is
of great importance, as it opens up new paths for research within the area. I present the result
of a bibliographical research aiming to find, in books, articles, periodicals and specialized
magazines, methodological strategies describing the teaching of mathematics to students with
deafness. For this reason, the main objective is to propose fraction teaching strategies for deaf
students in the sixth year of elementary school.
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