A decade later, the question persists

is mathematics education for deaf students an equation with no solution?

Abstract

This article presents the results of a bibliographic research that mapped and analyzed the main discussions on mathematics teaching for deaf students in the context of inclusive education, from 2015 to 2024. The study aimed to answer whether, ten years after the publication of the seminal work "Mathematics teaching X deaf students: an equation without results?", new advances have been achieved in the field. Data collection was conducted in the Capes Catalog of Theses and Dissertations, resulting in the analysis of 180 academic works. The systematization and analysis of the textual corpus, composed of the abstracts of these works, were performed using the IRaMuTeQ software, which generated a word cloud and a similarity analysis. The results indicate that academic production concentrates on two main axes: 1) the role of Brazilian Sign Language (Libras) and the interpreter in the classroom, and 2) teacher training and teaching-learning processes. The analyses show advances in the discussion, but also  persistent challenges, such as the absence of a standardized mathematical vocabulary in Libras, the need for collaborative work between teacher and translator-interpreter, and the urgency of teacher training that encompasses the bilingual perspective and the visual-spatial aspects of deaf students' learning. It is concluded that the equation is not without results, but its results are partial and demand specific actions, such as the creation
and dissemination of mathematical signs and the  consolidation of truly inclusive public policies and
pedagogical practices.