Chess club for deaf students, a possible challenge

Abstract

This research proposes learning chess as a tool for developing mathematical logic and metacognition in deaf university students at UNAN-Managua. The qualitative study used synthetic, inductive, and analytical methods, taking a sample of fourteen participants, including four teachers, two interpreters, and eight deaf students, who were interviewed in depth. The results confirm that creating spaces for inclusion through chess generates a favorable and healthy disposition toward learning by promoting motivation, socialization, and cognitive skills among participants, who expressed confidence and self-assurance during the research process when integrating into extracurricular activities. Therefore, it is determined that using this sport as a learning strategy enables students with hearing impairments to achieve greater metacognition, a sense of belonging, and acceptance.