Justification

The preliminary trigonometric ratios presentation is designed to achieve practical

demonstration of the website titled Mathematics Education Research Group of Australasias’
(MERGA) and learning activities and articles from Mathematics Education Research Journal
(MERJ). The presentation also aimed to show the link between learning and teaching
activities, carefully selected from the stated website for the purpose of achieving student
engagement, with corresponding NSW Mathematics 2/3 units syllabus (2012) points. This
academic justification concerns this second part of the presentation and will provide a
summary of the presentation, highlight the links to the syllabus and forward beneficial
suggestions regarding teaching and learning issues.

The presentation had to be comprised of maximum five slides and be presented in 10

minutes. First three slides were prepared to establish the links between syllabus points and
chosen learning and teaching activities. In this part of the presentation a high level of
engagement was targeted with revision questions such as ‘What does sin2+cos2 equal? Why?’
and ‘What was the law of sines? Why?’ to prepare students to the next part of the
presentation. Questions were set according to assumed knowledge of the syllabus and
assisted students to construct procedural knowledge rather than encouraging the memorizing
of theorems. According to Darragh (2015) asking questions and listening to students’ answers
is an effective technique to determine extent and depth of student learning. Although,
questions were aimed to engage the class within the allocated activity time, this might not
have been achieved as well as intended due to a lack of responses. However, van Laren
(2012) established that students are expected to have the ability to explain the reasons for the
procedure they use, show that the application is mathematically appropriate and justify their
choice of mathematical method. The second chosen activity was a video about the real world
application of trigonometric ratios in particular in the landing process of a plane. This activity
was to form the basis of formulae substation. The main theorem covered by the presentation
was the substitution of the Cosines law which is essential for students to understand in the
solution of the 2015 HSC Mathematics Extension 1 paper question 14 (d), which was
examined in the following part of the presentation. This part involved solving the HSC
question with links to appropriate Senior Mathematic syllabus highlighted and possible
learning and teaching issues for teachers in the process of teaching trigonometric ratios
outlined. This question was selected as challenging problems reflecting high expectations are
emphasised as an important tool for student development by Skilling, Bobis, Martin,
Anderson and Way, (2016) and Geiger, Anderson and Hurrell (2017).

In the syllabus, the trigonometric ratios topic is covered by syllabus points 5.1to 5.5.
Additional points 5.6 and 5.7 are for extension explicitly. 5.1 and 5.5 require teachers to
demonstrate the relevant aspects of trigonometric ratios covered in the questions above. As
per van Laren’s (2012) statement and the syllabus, the revision questions necessitate students
to consider the appropriate application of the formulae. As it is stated in the syllabus the
process of finding cos (θ +a ) does not include every step and calculation that is required as
some are assumed knowledge by students. Moreover, syllabus point 5.7 promotes the
conceptual approach which requires the first step of the previous method to identify the
formula of cos (θ + a ). Point 5.7 also relates to Carmichael, Muir and Callinghams’ (2017)
procedural autonomy which gives flexibility to students to choose which method to use and
van Laren’s (2012) point about the need of diagrams of triangle and circle to be used.
Syllabus point 5.1 demonstrates understanding of unit circle and fundaments as per the first
question above. Besides point 5.5 covers sine and cosine rules for a triangle which requires
knowledge from the second revision question to be able to proceed to the formula of cos (θ
+a). Therefore, in the preparing process of the presentation and during the presentation the
related points of the syllabus were specifically considered and linked with the articles and
class activities used.

Methods to prevent teaching and learning issues such as disengagement, students’ feeling
limited and forgetting context or memorizing formulas can include the incorporation of
activities into the lesson plan. Activities that were used for teaching and learning purposes in
this presentation were asking questions and watching a short practical video respectively. The
first activity of asking questions to determine students’ knowledge, to remind of previous
lessons’ context and to lay the foundation of the current lesson is essential for students to
construct knowledge rather than focus on memorizing. In the study of Geiger, Anderson and
Hurell (2017) methodology demonstration, practicing, applying and checking the confidence
of students with procedural mathematics is seen to enhance and achieve consistency in
teaching and learning activities. In regards to this, possible disengagement could be caused
by application of syllabus point 5.6 if students cannot recall some rules and geometric
figures, effecting their involvement. Another issue is that abstract context of trigonometry
sums and differences of angels can cause problems for students with its complexity and
create a feeling of limitation in their mathematic knowledge. However, according to Darragh
(2017), asking simple questions that are answerable by students would help them overcome
this feeling. Another issue the teacher might face is disengagement which has been avoided
with a short video in the presentation. Maintenance of students’ interests is effectively
achieved by using technology actively and modelling practices into real life (Skilling et al.,
2016). Thus, issues of learning and teaching activities can be avoided with active use of
teaching and learning activities as demonstrated in the presentation.

Overall, the significant features of trigonometric ratios have been covered in the presentation
with different approaches to engage the students utilised. It is clear that a successfully
engaged class is essential and can only be achieved with ongoing modifications and updates
to learning and teaching activities. Summary of the presentation with links between activities,
syllabus points and the resourceful website, can be effective teacher methods to deal with
teaching and learning issues that might be faced.
References

Mathematics 2/3 Units Stage 6 Syllabus 2012, Board of Studies, New South Wales.

Carmichael, C., Muir, T. & Callingham, R. (2017). The impact of within-school autonomy on
students’ goal orientations and engagement with mathematics. Mathematics Education
Research Journal, 1-18. doi:10.1007/s13394-017-0200-z

Darragh, L. (2014). Asking Questions and Performing Mathematics Identity. Mathematic

Education Research Article , 175-182.

Geiger, V., Anderson, J. & Hurrell, D. (2017). A case study of effective practice in
mathematics teachingand learning informed by Valsiner’s zone theory. Mathematic
Education Research Journal, 1- 19. doi:10.1007/s13394-017-0191-9

Laren, L. v. (2012). Mathematics teachers at the interscetion of policy interventions: What

practicing teachers offer as challenges in teaching trigonometry. Education As Change ,
16(2), 203-215.

Skilling, K., Bobis, J., Martin, K. J., Anderson, J., Way, J. (2016). What secondary teachers
think and do about student engagement in the mathematics. Mathematcs Education
Research Journal , 1-23. doi: 10.1007/s13394-016-0179-x