Teacher professional knowledge for geometry teaching evidenced in a synthesis of literature

Abstract

This article aims to present a synthesis of literature, including the concepts of reflective practice and continuing education of Mathematics teachers, focusing on Geometry teaching, and to discuss how the theoretical tool Knowledge Quartet (KQ) may be able to contribute to such processes. For this, it is analyzed 12 articles, 5 of them referring to the KQ, 3 to Reflective Practice, and 4 to Teacher Education, selected from the Scielo, ERIC, PsycINFO and Web of Science databases. They were submitted to a vertical analysis, discussing them individually, and to a horizontal analysis, in which they were contradicted among themselves. The results shows that the studies involving the Knowledge Quartet were directed to the initial training of teachers and the arithmetic’s content, that this tool is in line with reflective practice and adaptable to other formative contexts, levels of teaching and mathematical contents, and that although reflexive practice should be developed since the initial formation, its occurrence were observed more expressively in continuing education. Therefore, there are potentialities for studies contemplating KQ as a tool for analysis and development of reflective practice in processes of continuing education of teachers directed to the geometry teaching to be conducted in Brazil.