Tendencias sobre el conocimiento profesional de los profesores de geometría, en la educación básica y media: una revisión sistemática de la literatura

• Mora-Pérez, Claudia Lorena ^[1] ; Rivas-Olivo, Mauro ^[2]
  1. [1] Universidad Tecnológica de Pereira

     Universidad Tecnológica de Pereira

     Colombia

     
  2. [2] Universidad de Granada

     Universidad de Granada

     Granada, España

     
• Localización: Revista colombiana de educación, ISSN 0120-3916, ISSN-e 2323-0134, Nº. 101, 2026
• Idioma: español
• DOI: 10.17227/rce.num101-20490
• Títulos paralelos:
  • Tendências do conhecimento profissional de professores de geometria do ensino fundamental e médio: uma revisão sistemática da literatura
  • Trends in Geometry Teachers' Professional Knowledge in Elementary, Middle and High School Education: A Systematic Literature Review
• Enlaces
  • Texto completo
• Resumen
  • español

    En este artículo, presentamos una revisión sistemática descriptiva de la literatura sobre el conocimiento del profesor de geometría en los niveles de educación básica (6-14 años) y media (15-18 años), que se encuentran publicados en revistas de investigación académica-científica. Esta revisión reúne la información de los artículos publicados entre los años 2012 y 2022. La búsqueda sistemática descrita con detalle permitió la selección de cuarenta estudios, en los que se identifican tendencias sobre los tipos de participantes, contenido geométrico tratado, modelo del conocimiento del profesor utilizado y nivel de enseñanza al que se refieren. Asimismo, se presentan los resultados más relevantes de nueve estudios (de los cuarenta) con profesores en servicio. Los resultados indican que hay un predominio de los trabajos con profesores en formación inicial. En cuanto al contenido geométrico, predomina el estudio de objetos bidimensionales básicos; además, en lo relativo al nivel educativo destaca el de educación primaria. Se identificó también que el modelo más utilizado es el Conocimiento Matemático para la Enseñanza (Mathematical Knowledge for Teaching). Sobre el desarrollo del conocimiento profesional, según los resultados de los estudios realizados con profesores en servicio, se encuentra que tienden a subrayar la necesidad de mejorar su formación profesional en el contenido sobre geometría y en su didáctica. 

  • English

    On this article, a descriptive and systematic literature review is presented focused on the geometry teachers’ professional knowledge at the elementary (ages 6 to 10), middle (ages 11 to 14) and high school (ages 15 to 18) levels, published in academic-scientific research journals. This review brings together information from articles published in the period between 2012 and 2022. The systematic search, which is carried out and described in detail, resulted in the selection of 40 studies. Through a comprehensive analysis of this corpus, several predominant trends were identified, such as the types of participants, the geometric content treated, teacher's knowledge model used and level of teaching to which the studies pertain. At the same time, the most relevant results with in-service (active) teachers and from 9 of the 40 studies are presented. The results indicate that implemented with teachers in initial training are the predominant trend. In terms of geometric content, the study of basic two-dimensional objects predominates, particularly within the context of elementary education. Furthermore,the Mathematical Knowledge for Teaching (MKT) framework emerged as the predominant theoretical model employed across the selected studies.. Regarding the development of professional knowledge, studies conducted with in-service teachers highlight the need to enhance teachers' professional training in both geometry content and its teaching methods (pedagogy).

  • português

    Neste artigo, apresentamos uma revisão sistemática descritiva da literatura sobre os conhecimentos do professor de geometria nos níveis fundamental (6-14 anos) e médio (15-18 anos), publicados em revistas de pesquisa acadêmico-científica. Esta revisão reúne informações de artigos publicados no período entre 2012 e 2022. A pesquisa sistemática, que é realizada e descrita em detalhe, permitiu a seleção de 40 estudos, nos quais se identificam tendências sobre os tipos de participantes, conteúdos geométricos abordados, modelo de conhecimento do professor utilizado e nível de ensino a que se referem. São também apresentados os resultados mais relevantes de nove estudos (dos 40) com professores em serviço. Os resultados indicam que há uma predominância de estudos realizados com professores em formação inicial; em termos de conteúdos geométricos, predomina o estudo de objectos bidimensionais básicos; em termos de nível de ensino, predomina o ensino básico; e o modelo mais utilizado é o Conhecimento Matemático para o Ensino (Mathematical Knowledge for Teaching). Quanto ao desenvolvimento do conhecimento profissional, de acordo com os resultados dos estudos realizados com professores em serviço, estes tendem a sublinhar a necessidade de melhorar a formação profissional dos professores em conteúdos e didática da geometria.

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