Designing a theoretical proposal using problem–based learning to improve learning of trigonometric ratios among grade eleven students

Abstract

In most cases, teacher-centered methods in Zambia fall short of performance and motivation of the students in teaching and learning of mathematics. Specially in the topic of trigonometric ratios where students fail to interprete 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.