Hypothetical Approach to the Teaching of Trigonometric Concepts Using Cooperative Learning

Abstract

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.