eng Science and Education Publishing American Journal of Educational Research 2327-6150 2023-02-15 11 2 53 78 10.12691/education-11-2-5 EDUCATION20231125 article Mat赤as Arce S芍nchez 1 Cristina Pecharrom芍n G車mez 1 Tom芍s Ortega del Rinc車n 1 Thomas Mwenya Musonda mtmusonda2016@gmail.com 2 Department of Didactics of Experimental Sciences, Social Sciences and Mathematics Faculty of Education and Social Work, University of Valladolid, Valladolid, Spain Department of Mathematics and Science Education, The Copperbelt University, Kitwe, Zambia In most cases, teacher-centered methods in Zambia fall short of performance and motivation of the students in teaching and learning of mathematics, specifically, in the topic of trigonometric ratios, where students fail to interpret the symbols and their meaning in formulas. This study aims at designing theoretical proposal using problem 每 based learning to enhance the teaching and learning of this topic among the Grade 11 students. To design a theoretical proposal, I have proposed a combination of student-centered methods i.e., problem-solving and problem-based approaches and the model of cognitive competence of Socas. I suggest that the implementation of this proposal could improve the learning and understanding of trigonometric ratios by the students. http://pubs.sciepub.com/education/11/2/5/education-11-2-5.pdf problem 每 based approaches trigonometric ratios problem-solving cognitive competence