Designing a Theoretical Proposal Using Problem – Based Learning to Improve Learning of Trigonometric Ratios among Grade Eleven Students

Matías Arce Sánchez¹, Cristina Pecharromán Gómez¹, Tomás Ortega del Rincón¹ and Thomas Mwenya Musonda^2,

¹Department of Didactics of Experimental Sciences, Social Sciences and Mathematics Faculty of Education and Social Work, University of Valladolid, Valladolid, Spain

²Department of Mathematics and Science Education, The Copperbelt University, Kitwe, Zambia

Cite this paper:
Matías Arce Sánchez, Cristina Pecharromán Gómez, Tomás Ortega del Rincón and Thomas Mwenya Musonda. Designing a Theoretical Proposal Using Problem – Based Learning to Improve Learning of Trigonometric Ratios among Grade Eleven Students. American Journal of Educational Research. 2023; 11(2):53-78. doi: 10.12691/education-11-2-5

Abstract

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 – 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.

Keywords:
problem – based approaches trigonometric ratios problem-solving cognitive competence

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