This research aims to design and implement a Mathematical Learning Task (MLT) to teach trigonometric functions, specifically sine and cosine, to first-year high school students. It addresses difficulties in teaching and learning these concepts, particularly due to the dichotomous tradition of teaching them either as ratios in right triangles or as functions of a real variable.
The study involved the development of a learning task that incorporated a physical manipulative, followed by a comparison of traditional pencil-and-paper methods with digital tools. The task focused on promoting activities such as pattern identification, conjecture formulation, and result communication, all essential for deepening students' understanding of mathematical concepts.
The results showed an increase in student interest and a better understanding of key ideas and concepts related to trigonometric functions. Additionally, an evaluation rubric was developed based on the cognitive demand of the tasks, which helped assess the depth of student engagement and comprehension.
This study contributes to the teaching of trigonometry by highlighting an innovative approach that blends traditional and digital methods, offering a more engaging and comprehensive way to teach complex mathematical functions to high school students.
While the findings are promising, further studies are needed to explore the long-term impact of such tasks on students' overall understanding of trigonometry and their ability to apply these concepts in different contexts.
The findings suggest that integrating physical manipulatives with digital tools can enhance student learning, providing teachers with a new approach to improving students' understanding of trigonometric functions.
Bolio, F.M., Torres Rodríguez, A.A., Flores Figueroa, E.A. and Morales-Maure, L. (2024): Design and Implementation of a Learning Task for the Study of Sine and Cosine Functions. World Journal of Entrepreneurship, Management and Sustainable Development, Vol. 20, Nos 3-4, pp.229-245.
