Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

Asomah, Richard Kyere; Agyei, Douglas Darko; Ntow, Forster D.

doi:10.30935/conmaths/12540

Cited by 3 publications

(8 citation statements)

References 39 publications

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“…Previous studies revealed that students have preconceptions about comprehending mathematical subjects like trigonometry despite the fact that trigonometry is essential knowledge for many important functions, physics and construction (Asomah, Agyei, & Ntow, 2023;Ngu & Phan, 2023). The numerous misunderstandings shown in the learners' responses are frequently a sign of these challenges with high school mathematics (Egodawatte, 2011;Luneta & Makonye, 2010).…”

Section: Trigonometrymentioning

confidence: 99%

Implementing blended learning to enhance the teaching of 3-dimensional trigonometry

Baidoo,

Luneta

2024

JEELR

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This study investigates the impact of blended learning on the academic performance of grade 12 mathematics students with a focus on 3D trigonometry in comparison to traditional teaching methods. This research aims to understand the impact of technology on student outcomes influenced by the widespread use of technology in education. The study used an explanatory sequential mixed-method design to collect quantitative data from 381 grade 12 scripts and to obtain qualitative insights through interviews with 30 students and three mathematics teachers. This allowed for a more in-depth investigation of the effects of blended learning on student performance. According to statistical analysis, the results show a notable performance discrepancy with participants in blended learning outperforming their traditional teaching counterparts by an impressive mean difference of 19.2%. These findings align with prior research emphasizing advantages such as heightened teacher availability, flexible learning schedules and improved problem-solving skills associated with blended learning. The study underscores the crucial role of technology integration in education, particularly in enhancing conceptual understanding and addressing errors in complex topics like 3D trigonometry. It highlights the effectiveness of blended learning in elevating academic achievement in mathematics and recommends its integration into conventional teaching methods. Additionally, the study recognizes the value of digital equity and promotes more access to technology in schools as a means of reducing the digital gap and improving student performance.

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Section: Trigonometrymentioning

confidence: 99%

Implementing blended learning to enhance the teaching of 3-dimensional trigonometry

Baidoo,

Luneta

2024

JEELR

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“…Thus, necessitating various research studies into the features of a productive pedagogy that allows students to make meaning of the subject matter. In fact, previous research undertaken by us indicates that teachers' inability to relate to features of a meaningful-based teaching approach have an effect on students in the tertiary institutions [1] and at the SHS in particular [2][3][4]. There seems to be no unanimity of purpose on a single approach to teaching mathematics [5].…”

Section: Introductionmentioning

confidence: 98%

“…In particular, the inability on the part of students to establish the relationships that exist in the three main trigonometric concepts of sine, cosine, and tangent of an angle [13,14]. The import of this act is mirrored in the abysmal performance of students in trigonometry as highlighted in various examination reports of second cycle institutions [2]. Additionally, the teaching and learning of trigonometrical concepts require an understanding of multiple interrelated mathematical concepts, such as algebraic transformation skills, geometry knowledge, and reasoning of graphical representation of concepts [13,14].…”

Section: Introductionmentioning

confidence: 99%

“…This is in view of the multivariate forms of CL being used as a pedagogical tool across different subject matters. In this regard, the absence of clear-cut features of CL that characterize the teaching of a particular subject matter could be attributable to the unwillingness on the part of teachers to implement CL as a teaching method in the classroom context [2,17]. Thus, in the current study we analyze the components (features) that are inherent to the CL lessons for the teaching of trigonometry.…”

Section: Introductionmentioning

confidence: 99%

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Hypothetical Approach to the Teaching of Trigonometric Concepts Using Cooperative Learning

Asomah,

Agyei,

Ntow

et al. 2023

Education Research International

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In this paper, we propose a teaching strategy to enhance the teaching and learning of trigonometry, called cooperative teaching and learning (CTL). The proposed method stems from the need of developing a pedagogical approach that promotes understanding and interest in the learning of trigonometry based on the cooperative learning (CL). This study therefore sought to explore the features of CTL that promote students’ learning of the concepts of trigonometry. The study employed systematic review as the research approach for the collection of the data. The review analysis covered 40 research studies on a meaningful-based pedagogies that allow students to make meaning of the subject matter. The study revealed that: positive interdependence, individual accountability, promotive face-to-face interaction, social skill, and group processing characterize the features of CTL suitable for the teaching of the concept of trigonometry. The study suggests that the teaching and learning of trigonometry through the use of the features of the CTL provide students with the opportunity to actively create ideas and work through high-order trigonometric tasks. The study contends that in order to implement CTL effectively in the mathematics classroom context, the features of CTL must be conceptualized in a way that is consistent with the desired objectives of a given mathematical topic.

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“…The concept of individual and group accountability is aimed at enabling learners within a group to independently and collectively grasp those specifically that are related to the subject matter. On the other hand, promotive face-to-face interaction focuses on creating activities that encourage students to be active in their own learning during face-to-face interaction [8].…”

Section: Introductionmentioning

confidence: 99%

The Mediating Effect of Filipino Language Orientation toward Language Attitude and Active Learning of the Learners

Magadan,

Limpot

2023

AJESS

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Aims: This research aims to determine the mediating effect of Filipino Language orientation towards language attitude and active learning of the learners. Study Design: Quantitative non-experimental design. Place and Duration of the Study: The study was conducted among Senior High School students in HOLY CHILD College of Davao, particularly on 3 campuses: Mintal, Jacinto, and Cabantian during the school year 2022-2023. Methodology: The respondents were 261 senior high school students from private schools in Davao City, Region 11, Philippines. The respondents were chosen using stratified sampling. The data was collected using survey questionnaires. The data analysis was done by mean, Pearson correlational coefficient and Path analysis. Results: The results revealed that the level of language attitude was high and the level of active learning of the learners was very high. Additionally, the level of Filipino Language orientation is also high. There was a significant relationship between language attitude and active learning, language attitude and Filipino Language orientation, and Filipino Language orientation and active learning. Conclusion: Therefore, there is a partial mediation of Filipino Language orientation toward language attitude and active learning of the learners. Therefore, the researcher recommends that to enhance the language attitude and Filipino Language orientation of the students, they can participate in competitions related to Filipino Language like National Language Month and National Literature Month. Additionally, teachers should provide an interactive experience to the students in teaching of Filipino like audiolingual method, community language learning, language scaffolding, Socratic discussion and others.

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Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

Cited by 3 publications

References 39 publications

Implementing blended learning to enhance the teaching of 3-dimensional trigonometry

Implementing blended learning to enhance the teaching of 3-dimensional trigonometry

Hypothetical Approach to the Teaching of Trigonometric Concepts Using Cooperative Learning

The Mediating Effect of Filipino Language Orientation toward Language Attitude and Active Learning of the Learners

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