Abstract
In trigonometry, students are often pushed toward the memorization mnemonic devices or acronyms. Instead, students should be able to use procedures and explain why they are appropriate and justify why concepts in mathematics have the properties they do (Weber, 2005). Motivated by the dichotomous approaches to learning trigonometry by the work of Weber (2005) and Kendal and Tall (1998), this study aims to explore how students in a college trigonometry course understand trigonometric functions in a unit circle learning approach course and if students in a unit-circle-first approach in a college trigonometry course can justify why trigonometric functions have the properties they do? The context of the course studied was designed to introduce active learning components to students to study how these new practices are implemented and how they affect student outcomes.
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