Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs
Trigonometry is an important section in mathematics that links algebraic, geometric and graphical reasoning. Many secondary school learners are not familiar with these types of reasoning; thus, trigonometry presents a challenge for these learners. The traditional ‘chalk and talk’ method of teaching...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2014-12-01
|
| Series: | Pythagoras |
| Subjects: | |
| Online Access: | https://pythagoras.org.za/index.php/pythagoras/article/view/260 |
| _version_ | 1818013153802321920 |
|---|---|
| author | Jayaluxmi Naidoo Reginald Govender |
| author_facet | Jayaluxmi Naidoo Reginald Govender |
| author_sort | Jayaluxmi Naidoo |
| collection | DOAJ |
| description | Trigonometry is an important section in mathematics that links algebraic, geometric and graphical reasoning. Many secondary school learners are not familiar with these types of reasoning; thus, trigonometry presents a challenge for these learners. The traditional ‘chalk and talk’ method of teaching trigonometry is used by many teachers; however, this article is based on a case study that explores the innovative use of a dynamic online software program in the teaching and learning of Grade 10 trigonometric graphs. The participants in this study were 25 Grade 10 mathematics learners from one school in the south of Durban, KwaZulu-Natal, South Africa. Data were collected by using two trigonometry worksheets, semi-structured interviews with selected learners and lesson observations. The worksheets were constructed based on the following focus areas: behaviour of graphs, interpretation of graphs, modelling and overall performance of the learner. In all focus areas, the participants’ scores improved significantly when working within the dynamic online environment. Further analysis revealed the following five themes: easy access, learners in control, technology is the future, motivation and meaningful interaction. These findings would be of interest to mathematics teachers, learners, curriculum developers and mathematics teacher educators. |
| first_indexed | 2024-04-14T06:29:47Z |
| format | Article |
| id | doaj.art-54ae471aeaab440bbbe884273cc089f0 |
| institution | Directory Open Access Journal |
| issn | 1012-2346 2223-7895 |
| language | English |
| last_indexed | 2024-04-14T06:29:47Z |
| publishDate | 2014-12-01 |
| publisher | AOSIS |
| record_format | Article |
| series | Pythagoras |
| spelling | doaj.art-54ae471aeaab440bbbe884273cc089f02022-12-22T02:07:40ZengAOSISPythagoras1012-23462223-78952014-12-01352e1e1310.4102/pythagoras.v35i2.260166Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphsJayaluxmi Naidoo0Reginald Govender1School of Education, College of Humanities, University of KwaZulu-Natal, South AfricaKingsway High School, KwaZulu-Natal, South AfricaTrigonometry is an important section in mathematics that links algebraic, geometric and graphical reasoning. Many secondary school learners are not familiar with these types of reasoning; thus, trigonometry presents a challenge for these learners. The traditional ‘chalk and talk’ method of teaching trigonometry is used by many teachers; however, this article is based on a case study that explores the innovative use of a dynamic online software program in the teaching and learning of Grade 10 trigonometric graphs. The participants in this study were 25 Grade 10 mathematics learners from one school in the south of Durban, KwaZulu-Natal, South Africa. Data were collected by using two trigonometry worksheets, semi-structured interviews with selected learners and lesson observations. The worksheets were constructed based on the following focus areas: behaviour of graphs, interpretation of graphs, modelling and overall performance of the learner. In all focus areas, the participants’ scores improved significantly when working within the dynamic online environment. Further analysis revealed the following five themes: easy access, learners in control, technology is the future, motivation and meaningful interaction. These findings would be of interest to mathematics teachers, learners, curriculum developers and mathematics teacher educators.https://pythagoras.org.za/index.php/pythagoras/article/view/260dynamic online softwaremathematicstechnologytrigonometry |
| spellingShingle | Jayaluxmi Naidoo Reginald Govender Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs Pythagoras dynamic online software mathematics technology trigonometry |
| title | Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs |
| title_full | Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs |
| title_fullStr | Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs |
| title_full_unstemmed | Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs |
| title_short | Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs |
| title_sort | exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs |
| topic | dynamic online software mathematics technology trigonometry |
| url | https://pythagoras.org.za/index.php/pythagoras/article/view/260 |
| work_keys_str_mv | AT jayaluxminaidoo exploringtheuseofadynamiconlinesoftwareprogrammeintheteachingandlearningoftrigonometricgraphs AT reginaldgovender exploringtheuseofadynamiconlinesoftwareprogrammeintheteachingandlearningoftrigonometricgraphs |