Efecto del uso de material didáctico en el aprendizaje de ecuaciones e identidades trigonométricas en estudiantes de segundo año de bachillerato de la Unidad Educativa República federal Suiza

Abstract

Abstract: This study analyzes the effect of using teaching materials on the learning of trigonometric equations and identities among second-year secondary school students in the Federal Republic of Switzerland. A quantitative methodology using a quasi-experimental design was applied to evaluate the impact of materials designed to address certain learning problems, such as low motivation and poor conceptual understanding. Questionnaires were administered to students before and after the teaching intervention. A descriptive statistical analysis of the data was subsequently conducted. The results indicate that, following the teaching interventions, a considerable improvement was observed in academic performance and in voluntary and active student participation, demonstrating that the use of teaching materials promotes meaningful learning and reinforces the understanding of advanced content. It can be concluded that the integration of innovative strategies into the mathematics teaching-learning process is important, in addition to highlighting the importance of teacher training in the planning, design, and use of teaching materials. Finally, it is recommended to develop an organizational culture within the institution that includes the use of active methodologies and the adoption of research as a teaching methodology, thus achieving more enriching practices for teaching trigonometry in particular and other disciplines in general.