O quarteto do conhecimento evidenciado na prática de uma professora dos anos iniciais do ensino fundamental

Resumo

This study focused on the Knowledge Quartet model, its four dimensions, and its twenty codes. The main objective was to identify and understand how the Knowledge Quartet is evidenced in the mathematical practice of a teacher in the early years of elementary education, based on the analysis of classroom episodes and formative meetings. To this end, a qualitative research approach was adopted, with specific objectives aimed at discussing the dimensions and codes of the Knowledge Quartet present in mathematics lesson planning, as well as investigating the dimensions and codes mobilized in classroom actions, interventions, and formative meetings. The study involved a fifth-grade teacher from a private school in the city of Campina Grande, Paraíba, Brazil. In order to address the proposed objectives, classroom observations and formative meetings were conducted, with the aim of discussing and reflecting on the teacher’s mathematical practice. Initially, fifteen classroom episodes were selected and analyzed according to the dimensions and codes of the Knowledge Quartet, serving as a basis for two formative meetings with the teacher. The analysis of these materials revealed that the Knowledge Quartet was evidenced in a dynamic and articulated manner across different moments of the teacher’s mathematical practice, including lesson planning, instructional decisions, task implementation, interactions between teacher and students, and assessment activities. Furthermore, an articulation among the four dimensions was observed, as they were consistently intertwined and contributed to identifying and making visible the knowledge that underpins the teacher’s decisions, as well as the consistencies and limitations present in mathematics lessons. Two main results emerged from the analysis of the classroom episodes and formative meetings. The first concerns the different functions assumed by the Knowledge Quartet throughout the research process. In addition to serving as a theoretical model for analysis, it also functioned as an interpretative tool, a formative resource, and a dialogical device. The second result relates to the limitations of the Knowledge Quartet in addressing relevant situations that occurred in the classroom and that did not have a direct correspondence with the existing codes. In light of this, an expansion of the model is proposed, including two additional codes, Interaction Management and Use of Assessment, within the Foundation dimension, and one code within the Contingency dimension, termed External Agents. The findings of this study reaffirm the relevance of the Knowledge Quartet as a theoretical model for understanding and analyzing the knowledge underpinning mathematics teaching practice, and point to its applicability across different educational contexts, with a dynamic character that is open to revision and expansion.

Dados da obra

Tipo

Tese (doutorado)

Instituição

UEPB

Ano

2026

Defesa

24/02/2026

Idioma

pt

Palavras-chave

CIENCIAS HUMANAS; conhecimento profissional; formação de professores; ensino de matemática

Temas

Avaliação, Formação de Professores de Matemática, Práticas Pedagógicas

Handle

https://repositorio.uepb.edu.br/handle/123456789/77267

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026