Abstract
The paper focuses on the synergy between mathematical thinking and solving trigonometric problems within Mason’s cognitive framework. It presents and analyzes concepts related to mathematical thinking, especially Mason’s definition of the thinking process into three stages: input, impact, and evaluation. Applying this framework to solving trigonometric equations, the paper illustrates how mathematical thinking can help approach problems in an organized and rigorous manner, while opening opportunities for creativity and exploration. Discussing mathematical thinking, the paper defines it as a creative process involving prediction, induction, interpretation, description, abstraction, and reasoning. Aligned with Mason’s definition of mathematical thinking, the paper describes how this thinking aids students in understanding complex structures and solving problems quickly and flexibly.
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