Methodological pluralism in trigonometry teaching

Abstract

The use of different teaching methods and materials is a subject that has been widely discussed and debated. In this sense, the research addressed in this work sought to investigate viable ways to improve the teaching and learning of trigonometry so that students have the opportunity to experiment with different ways of studying this theme. Therefore, the objective of this investigation is to investigate whether methodological pluralism contributes to the teaching and learning process of trigonometry. To achieve the research objectives, a literary study was carried out, seeking materials and methods already used to teach trigonometry. Subsequently, didactic materials were developed and applied in a short-term course at a federal institution, using the pluralist methodology for academics of the Licentiate Degree in Mathematics and Licentiate Degree in Physics, in order to test the researched tools. At the end, applied research was used and a questionnaire was developed to verify the reception of educational resources by students, as well as the feasibility of materials and methods used in the short course. Through this research, one can see the importance of a diversified methodology and how it facilitates the teaching and learning process of students.