This article explores the production of videos in Brazilian Sign Language (Libras) and Colombian Sign Language (LSC), created by two deaf Brazilians and a Colombian, focusing on spatial geometry tasks using GeoGebra as an assistive technology (AT). These tasks were designed, developed, evaluated, and redesigned using the Lesson Study methodology by a group of teachers from two public schools in Mato Grosso, Brazil. Additionally, studies on these themes were conducted in Narino, Colombia, through partnerships between research groups from both countries. The authors aim to provide teachers and undergraduate students in Mathematics with educational resources to support the inclusion of deaf students, particularly in the early years of elementary school. They also hope to inspire sign language interpreters to produce videos, emphasizing other themes. The article discusses the theoretical frameworks of Lesson Study and assistive technologies, highlighting the importance of collaborative teacher groups and the role of GeoGebra in enhancing visual communication and understanding. The production process involved multiple stages, including planning, implementation, and reflection, with the videos being validated by a thesis defense committee. The videos will be published on YouTube to facilitate access and use by educators and interpreters, promoting the inclusion of deaf students in inclusive classrooms.This article explores the production of videos in Brazilian Sign Language (Libras) and Colombian Sign Language (LSC), created by two deaf Brazilians and a Colombian, focusing on spatial geometry tasks using GeoGebra as an assistive technology (AT). These tasks were designed, developed, evaluated, and redesigned using the Lesson Study methodology by a group of teachers from two public schools in Mato Grosso, Brazil. Additionally, studies on these themes were conducted in Narino, Colombia, through partnerships between research groups from both countries. The authors aim to provide teachers and undergraduate students in Mathematics with educational resources to support the inclusion of deaf students, particularly in the early years of elementary school. They also hope to inspire sign language interpreters to produce videos, emphasizing other themes. The article discusses the theoretical frameworks of Lesson Study and assistive technologies, highlighting the importance of collaborative teacher groups and the role of GeoGebra in enhancing visual communication and understanding. The production process involved multiple stages, including planning, implementation, and reflection, with the videos being validated by a thesis defense committee. The videos will be published on YouTube to facilitate access and use by educators and interpreters, promoting the inclusion of deaf students in inclusive classrooms.