Need for Knowledge of Trigonometry and Characteristics of Its Teaching

Neel Báez Ureña; Ramón Blanco Sánchez; Ricardo Benjamín Valdez Reyes

doi:doi:10.11648/j.tecs.20230803.13

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Need for Knowledge of Trigonometry and Characteristics of Its Teaching

Neel Báez Ureña, Ramón Blanco Sánchez, Ricardo Benjamín Valdez Reyes

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 3)

Received: 28 February 2023 Accepted: 23 March 2023 Published: 9 August 2023

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Abstract

In the present work, in the first place, the need for knowledge of trigonometry is argued, both in Mathematics itself and in practical applications; but despite the usefulness and necessity of trigonometry, it can be seen in the specialized bibliography that it is usual for students to present difficulties with the aforementioned contents. For this reason, the work presented here is aimed at determining aspects of this branch of Mathematics that influence the difficulties that students present in their learning; Reasons for these difficulties are specified and precise didactically based guidelines are provided in order to avoid or at least mitigate them. Therefore, the objective of this work is to provide a set of didactic guidelines, with their theoretical foundations, that help teachers in the direction of the teaching-learning process of trigonometry. Obviously, as reflected in the specialized bibliography, the student's activity is essential for their learning and cognitive development. The theoretical foundations that serve as a basis in a specific way in the proposed proposal are also specified, such as representation register changes, theoretical generalization, and process-to-object transit. The methods used are based on bibliographic review and participant research with a pedagogical experiment to check the results obtained.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 3)
DOI	10.11648/j.tecs.20230803.13
Page(s)	129-136
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Trigonometry, Didactic Teaching, Semiotic Registers, Generalization, ICT

References

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[2]	Blanco, R. (2022). The amazing systemic structure of Mathematics. Ann Math Phys 5 (2): 095-096. DOI: 10.17352/amp.000045.
[3]	Brousseau, G. (1998). Les obstacles épistémologiques, problèmes et ingénierie didactique. La théorie des situations didactiques. Recherches en Didactiques des Mathématiques. hal-00516595v2 pp. 115-160.
[4]	Doherty, J. Bellestier, C. & Rhodes, S. (2019). Dual-Task Costs in Working Memory: An Adversarial Collaboration. Journal of Experimental Psychology: Learning, Memory, and Cognition. Vol. 45, No. 9, 1529–1551.
[5]	Duval, R. (2006). Un tema crucial en la educación matemática: La habilidad para cambiar el registro de representación. La Gaceta de la Real Sociedad Matemática Española, 9 (1), 143-168.
[6]	Goel, S. Elstak, R. (2015). "Reform of Teaching a Trigonometry Course," Georgia Journal of Science, Vol. 73, No. 2, pg 136-146. Disponible en: https://digitalcommons.gaacademy.org/gjs/vol73/iss2/3
[7]	Jerito, L. & Hermita, N. (2022). Improving the Trigonometric Functions Learning Concept with Dynamic Mathematics Software. International Journal of Scientific Research and Management (IJSRM) Vol 10. Issue 04. Pages 386-396 ISSN (e): 2321-3418 DOI: 10.18535/ijsrm/v10i4.m01.
[8]	Karpov, Y. & Bransford, J. (1995). L. S. Vygotsky and the doctrine of empirical and theoretical learnimg. Educational Psychologist, Lawrence Erlbaum Associate. Vol. 3 No. 2, pg. 61-66.
[9]	Maknun, R. Rosjanuardi, R. & Jupri, A. (2022). Epistemological Obstacle in Learning Trigonometry. Mathematics Teaching Research Journal. Vol. 14, No. pg. 5 – 25.
[10]	Maknun, R. Rosjanuardi, R. Jupri, A. (2019). From ratios of right triangle to unit circle: an introduction to trigonometric functions. Series: Journal of Physics: Conf. Series 1157 (2019) 022124 IOP Publishing. pg. 2-6 doi: 10.1088/1742-6596/1157/2/022124.
[11]	Mosese, N, & Ogbonnaya, U. (2021). GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations. Cypriot Journal of Educational Science. Vol. 16 No. 2, pg. 827-846. https://doi.org/10.18844/cjes.v16i2.5685
[12]	Nordlander, M. (2022). Lifting the understanding of trigonometric limits from procedural towards conceptual. International Journal of Mathematical Education in Science and Technology. Vo. 53, No. 11, Pg. 2973-2986, DOI: 10.1080/0020739X.2021.1927226.
[13]	Sampaio, H. & Batista, I. (2018). Mathematics history and cognitive values on a didactic sequence: Teaching trigonometry. REDIMAT – Journal of Research in Mathematics Education, 7 (3), 311-332. doi: 10.4471/redimat.2018.2727.
[14]	Serpe, A. & Frassia, M. (2021). Artefacts teach-math. The meaning construction of trigonometric functions. Atti della Accademia Peloritana dei Pericolanti Classe di Scienze Fisiche, Matematiche e Naturali. Vol. No. S1, pg. 2-15. ISSN 1825-1242. DOI: 10.1478/AAPP.99S1A15.
[15]	Star, J. & Stylianides, G. (2013). Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality. Canadian Journal of Science, Mathematics, and Technology Education. Vol. 13, no. 2 pg, 169-181.
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Neel Báez Ureña, Ramón Blanco Sánchez, Ricardo Benjamín Valdez Reyes. (2023). Need for Knowledge of Trigonometry and Characteristics of Its Teaching. Teacher Education and Curriculum Studies, 8(3), 129-136. https://doi.org/10.11648/j.tecs.20230803.13

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ACS Style

Neel Báez Ureña; Ramón Blanco Sánchez; Ricardo Benjamín Valdez Reyes. Need for Knowledge of Trigonometry and Characteristics of Its Teaching. Teach. Educ. Curric. Stud. 2023, 8(3), 129-136. doi: 10.11648/j.tecs.20230803.13

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AMA Style

Neel Báez Ureña, Ramón Blanco Sánchez, Ricardo Benjamín Valdez Reyes. Need for Knowledge of Trigonometry and Characteristics of Its Teaching. Teach Educ Curric Stud. 2023;8(3):129-136. doi: 10.11648/j.tecs.20230803.13

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@article{10.11648/j.tecs.20230803.13,
  author = {Neel Báez Ureña and Ramón Blanco Sánchez and Ricardo Benjamín Valdez Reyes},
  title = {Need for Knowledge of Trigonometry and Characteristics of Its Teaching},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {3},
  pages = {129-136},
  doi = {10.11648/j.tecs.20230803.13},
  url = {https://doi.org/10.11648/j.tecs.20230803.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230803.13},
  abstract = {In the present work, in the first place, the need for knowledge of trigonometry is argued, both in Mathematics itself and in practical applications; but despite the usefulness and necessity of trigonometry, it can be seen in the specialized bibliography that it is usual for students to present difficulties with the aforementioned contents. For this reason, the work presented here is aimed at determining aspects of this branch of Mathematics that influence the difficulties that students present in their learning; Reasons for these difficulties are specified and precise didactically based guidelines are provided in order to avoid or at least mitigate them. Therefore, the objective of this work is to provide a set of didactic guidelines, with their theoretical foundations, that help teachers in the direction of the teaching-learning process of trigonometry. Obviously, as reflected in the specialized bibliography, the student's activity is essential for their learning and cognitive development. The theoretical foundations that serve as a basis in a specific way in the proposed proposal are also specified, such as representation register changes, theoretical generalization, and process-to-object transit. The methods used are based on bibliographic review and participant research with a pedagogical experiment to check the results obtained.},
 year = {2023}
}

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TY  - JOUR
T1  - Need for Knowledge of Trigonometry and Characteristics of Its Teaching
AU  - Neel Báez Ureña
AU  - Ramón Blanco Sánchez
AU  - Ricardo Benjamín Valdez Reyes
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N1  - https://doi.org/10.11648/j.tecs.20230803.13
DO  - 10.11648/j.tecs.20230803.13
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
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EP  - 136
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230803.13
AB  - In the present work, in the first place, the need for knowledge of trigonometry is argued, both in Mathematics itself and in practical applications; but despite the usefulness and necessity of trigonometry, it can be seen in the specialized bibliography that it is usual for students to present difficulties with the aforementioned contents. For this reason, the work presented here is aimed at determining aspects of this branch of Mathematics that influence the difficulties that students present in their learning; Reasons for these difficulties are specified and precise didactically based guidelines are provided in order to avoid or at least mitigate them. Therefore, the objective of this work is to provide a set of didactic guidelines, with their theoretical foundations, that help teachers in the direction of the teaching-learning process of trigonometry. Obviously, as reflected in the specialized bibliography, the student's activity is essential for their learning and cognitive development. The theoretical foundations that serve as a basis in a specific way in the proposed proposal are also specified, such as representation register changes, theoretical generalization, and process-to-object transit. The methods used are based on bibliographic review and participant research with a pedagogical experiment to check the results obtained.
VL  - 8
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ER  -

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Author Information

Neel Báez Ureña

Departtment Mathematics, Faculty of Sciences, Autonomous University of Santo Domingo, Santo Domingo, Dominican Republic
Ramón Blanco Sánchez

Department of Mathematics, Faculty of Natural and Exact Sciences, University of Camagüey, Camagüey, Cuba
Ricardo Benjamín Valdez Reyes

Department of Mathematics, Faculty of Science, University Action for Education and Culture (APEC), Santo Domingo, Dominican Republic

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Plain Text BibTeX RIS

APA Style

Neel Báez Ureña, Ramón Blanco Sánchez, Ricardo Benjamín Valdez Reyes. (2023). Need for Knowledge of Trigonometry and Characteristics of Its Teaching. Teacher Education and Curriculum Studies, 8(3), 129-136. https://doi.org/10.11648/j.tecs.20230803.13

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ACS Style

Neel Báez Ureña; Ramón Blanco Sánchez; Ricardo Benjamín Valdez Reyes. Need for Knowledge of Trigonometry and Characteristics of Its Teaching. Teach. Educ. Curric. Stud. 2023, 8(3), 129-136. doi: 10.11648/j.tecs.20230803.13

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AMA Style

Neel Báez Ureña, Ramón Blanco Sánchez, Ricardo Benjamín Valdez Reyes. Need for Knowledge of Trigonometry and Characteristics of Its Teaching. Teach Educ Curric Stud. 2023;8(3):129-136. doi: 10.11648/j.tecs.20230803.13

Copy | Download

@article{10.11648/j.tecs.20230803.13,
  author = {Neel Báez Ureña and Ramón Blanco Sánchez and Ricardo Benjamín Valdez Reyes},
  title = {Need for Knowledge of Trigonometry and Characteristics of Its Teaching},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {3},
  pages = {129-136},
  doi = {10.11648/j.tecs.20230803.13},
  url = {https://doi.org/10.11648/j.tecs.20230803.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230803.13},
  abstract = {In the present work, in the first place, the need for knowledge of trigonometry is argued, both in Mathematics itself and in practical applications; but despite the usefulness and necessity of trigonometry, it can be seen in the specialized bibliography that it is usual for students to present difficulties with the aforementioned contents. For this reason, the work presented here is aimed at determining aspects of this branch of Mathematics that influence the difficulties that students present in their learning; Reasons for these difficulties are specified and precise didactically based guidelines are provided in order to avoid or at least mitigate them. Therefore, the objective of this work is to provide a set of didactic guidelines, with their theoretical foundations, that help teachers in the direction of the teaching-learning process of trigonometry. Obviously, as reflected in the specialized bibliography, the student's activity is essential for their learning and cognitive development. The theoretical foundations that serve as a basis in a specific way in the proposed proposal are also specified, such as representation register changes, theoretical generalization, and process-to-object transit. The methods used are based on bibliographic review and participant research with a pedagogical experiment to check the results obtained.},
 year = {2023}
}

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TY  - JOUR
T1  - Need for Knowledge of Trigonometry and Characteristics of Its Teaching
AU  - Neel Báez Ureña
AU  - Ramón Blanco Sánchez
AU  - Ricardo Benjamín Valdez Reyes
Y1  - 2023/08/09
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230803.13
DO  - 10.11648/j.tecs.20230803.13
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 129
EP  - 136
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230803.13
AB  - In the present work, in the first place, the need for knowledge of trigonometry is argued, both in Mathematics itself and in practical applications; but despite the usefulness and necessity of trigonometry, it can be seen in the specialized bibliography that it is usual for students to present difficulties with the aforementioned contents. For this reason, the work presented here is aimed at determining aspects of this branch of Mathematics that influence the difficulties that students present in their learning; Reasons for these difficulties are specified and precise didactically based guidelines are provided in order to avoid or at least mitigate them. Therefore, the objective of this work is to provide a set of didactic guidelines, with their theoretical foundations, that help teachers in the direction of the teaching-learning process of trigonometry. Obviously, as reflected in the specialized bibliography, the student's activity is essential for their learning and cognitive development. The theoretical foundations that serve as a basis in a specific way in the proposed proposal are also specified, such as representation register changes, theoretical generalization, and process-to-object transit. The methods used are based on bibliographic review and participant research with a pedagogical experiment to check the results obtained.
VL  - 8
IS  - 3
ER  -

Copy | Download