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