Conceptual understanding and productive disposition in trigonometry through generative learning

Abstract

This article aims to analyse how conceptual understanding and productive dispositions in trigonometry through generative learning, using a qualitative research design. Participants of this study were 20 students of the level 1 Mathematics Education Study Program of the University of Swadaya Gunung Jati, who took the Intermediate Selecta Capita course and received trigonometry material. The data analysed through 3 stages, namely data reduction, data display, and conclusion drawing. This study indicates that the student’s conceptual understanding can represent the information obtained from the problems given; it is just that when performing algebraic operations still encounter obstacles. Students’ constraints in performing algebraic operations on trigonometry can be due to a lack of understanding of the concepts in algebraic operation material. Confidence in studying and providing answers to student problems shows that students’ productive disposition is still not optimal.

Using indigenous artefacts to support conceptual field approach of learning special trigonometric angles

“…The results of Table 2 proved that indigenous artefacts were not only the best tools for exploring the conceptual fields in the special angles but for solving the tasks involved. Dewi et al (2021) discovered students' constraints in performing algebraic operations on trigonometry are normally due to a lack of understanding of the concepts in algebraic operation materials. Therefore, the smooth sail of the tasks was the confidence the tasks endowed the student-teachers with.…”

“…Trigonometry is essential in the study of calculus, geometry, vectors and mechanics. In the triangle in particular is important for everyday life processes involving sea navigation, road traffic signs, truss bridges, modern roofs and technology (Dewi et al, 2021;Jelatu et al, 2019). Even in acient times, cultural artefacts were conceived from trigonometry.…”

“…This strategy is superficial and fails to support pedagogy in mathematics. In their quest to ameliorate the canker, Dewi et al (2021) used regenerative learning, Nabie et al (2018) used APOS theory, and Spangenberg (2021) used mathematics knowledge for teaching. Even though they have provided qualitative solutions, they have failed to provide systematic procedures of discovering the solutions.…”