Abstract
Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions. 
 
 Keywords: GeoGebra, functions graphs, Trigonometric functions
Highlights
Trigonometric functions are some of the sections in the mathematics curriculum where students experience considerable difficulties in learning (Adamek et al, 2005; Demir, 2012; Ogbonnaya, 2011)
The GeoGebra software can be used as a facilitation tool in the teaching and learning of mathematics, and of trigonometric functions, as there was a significant difference in the mean achievement of experimental students on trigonometric functions as compared to the control group
The results of this study showed that GeoGebra assisted instruction in the teaching of trigonometry functions and had significant effects on students’ achievement
Summary
Trigonometric functions are some of the sections in the mathematics curriculum where students experience considerable difficulties in learning (Adamek et al, 2005; Demir, 2012; Ogbonnaya, 2011). The poor performance of students in mathematics (especially in trigonometry functions) is a significant problem and is of high concern nationally (Department of Basic Education, 2016; Sinyosi, 2015). This concern is because trigonometry is one of the cardinal subjects in the mathematics high school curriculum requiring the integration of algebraic, geometric and graphical reasoning (Department of Basic Education, 2011; Stols, 2011). Many students fail mathematics, especially trigonometry, research on the teaching and learning of trigonometry is scarce. Davis (2005) observed that regardless of the importance of trigonometry functions in the mathematics curriculum and the difficulties that students experience with them, little attention has been given to trigonometry and the various ways it is taught in the classroom. Ross et al (2011a) add that research on the teaching and learning of trigonometry, with or without technological aids, lags behind research conducted in other domains of mathematics education
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