A Tangible User Interface to Facilitate Learning of Trigonometry

Francisco Javier Zamorano Urrutia,Mauricio Herrera Marín,Catalina Cortés Loyola

doi:10.3991/ijet.v14i23.11433

Abstract

In mathematics education, studies reveal difficulties in the teaching-learning of trigonometry in secondary and higher education, due to the fact that students are not encouraged to achieve a deep conceptual understanding of abstract concepts. Several studies demonstrate that incorporating digital technologies has a positive impact on students’ learning. However, most of the existing technologies do not consider the use of the body and multiple senses. Tangible User Interfaces (TUIs) in contrast, can host bodily interactions that have the potential of enhancing learning. Nonetheless, there is a lack of applications of TUIs for trigonometry education. This study consisted in designing and validating a tangible interface for the teaching-learning of basic concepts of trigonometry. The interface hosts a pedagogical experience that privileges exploration through physical manipulation and fosters intuitive and collaborative learning. A Pre-Test was applied to 121 students to determine previous knowledge, yielding a 29.1% performance. After two sessions using the interface, the results of a Post-Test reveal an increase of 37.1%, confirming the educational effectiveness of the interface and the pedagogical experience to facilitate learning of basic concepts of trigonometry.

Highlights

Trigonometry is a fundamental requirement for the study and practice of both advanced mathematics and science
The flaws in trigonometry comprehension stem from traditional teaching practices inspired by behaviorism, where students are subjected to repetitive procedures and cyclical evaluations [5]
We present the learning assessment results of the design of a collaborative pedagogical experience and a Tangible User Interfaces (TUIs) to facilitate the learning of basic concepts of trigonometry

Summary

Introduction

Trigonometry is a fundamental requirement for the study and practice of both advanced mathematics and science. Despite its relevance, learning and understanding trigonometry has proven to be challenging. The flaws in trigonometry comprehension stem from traditional teaching practices inspired by behaviorism, where students are subjected to repetitive procedures and cyclical evaluations [5]. This approach does not usually stimulate creativity or incorporate the premise that human beings add meanings to the thought process [6]. Students resort to memorization when facing trigonometric problems [7], excluding in-depth conceptual understanding and the ability to comprehend the same concept represented in different ways [2]

Methods

Results

Conclusion