Training teachers in the scope of competences of geometric reasoning: a literature review
DOI:
https://doi.org/10.22481/intermaths.v3i1.10477Keywords:
Geometric reasoning., Mathematical knowledge., Geometric thinking., Didactic knowledge., Teacher training.Abstract
This article presents a literature review in the context of an ongoing doctoral project, which focuses on the knowledge and geometric skills of mathematics teachers, in order to sustain research on a continuous training program of Angolan teachers. It aimed to standardize practices of training of mathematics teachers in the context of Geometry. Five search terms were established, which coincide with the keywords, in three different languages whose sources were selected taking into account quality assurance, relying on the choice of databases and repositories for research taking into account criteria previously defined for the composition of the documentary corpus composed of 15 articles developed in different contexts, that have been the subject of analysis. One of the results of the analysis showed the meager geometric knowledge of teachers, which suggests the need to design specific training actions in the context of geometric reasoning in the current plans of continuous training of mathematics teachers aiming, on the one hand, to empower the teacher with knowledge and skills to better teach the subjects on these contents and, on the other hand, to awaken in the student the interest in the discipline.
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