Abstract
This educational experience describes the articulation of sign language with the learning of fundamental calculus concepts within a mathematics course in the economics program at the University of Quindío (Colombia). The study addresses problem situations involving a student with congenital bilateral hearing loss who is supported by a professional interpreter. Specific mathematical representations and conceptual definitions were developed to facilitate the understanding and integration of calculus foundations and their economic applications. This pedagogical practice contributes to inclusive higher education by supporting the learning processes of deaf students and by promoting a problem-solving approach in which mathematics, sign language, and economics are interconnected. The integration of these domains fosters deeper conceptual understanding and strengthens inclusive strategies within university-level mathematics education.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 6, June 2026, Article No: em2846
https://doi.org/10.29333/ejmste/18708
Publication date: 04 Jun 2026
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