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Study plan for the reinforcement of Trigonometry in High School

Study plan for the reinforcement of Trigonometry in High School. Presented by:. May 22nd, 2012 GI School. Introduction. Intended to create a plan that allowed students to have a deeper knowledge of trigonometry.

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Study plan for the reinforcement of Trigonometry in High School

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  1. Study plan for the reinforcement of Trigonometry in High School Presented by: May 22nd, 2012 GI School

  2. Introduction • Intended to create a plan that allowed students to have a deeper knowledge of trigonometry. • To reach this goal, first we had to fix the theoretical gaps in the students of GI school; this was done using the Easy Trigo program.

  3. For juniors, there was a space in their regular classes for these lessons. • We also opened a space for extra-class tutorships that anyone in High School was able to attend. • The areas involved were mathematics and pedagogy.

  4. With the final results, the students showed great improvements: both the Juniors and the 8 students in the tutorships increased their grades drastically.

  5. Justification • Lack of knowledge in the area of math and trigonometry. • Dangers learning for college • Improves the possibility of better ICFES scores.

  6. Intention: fix theoretical gaps in trigonometry. • The students would not see this as a requirement for graduating, but as something useful for their learning lives.

  7. Mission: “To form well-rounded successful leaders who communicate effectively and confidently on a universal level.” Second component: • “Guided by the requirements of the Ministry of Education of Colombia and those of a U.S-type school, our academic program prepares students to continue their studies at any university in Colombia or in any English-speaking country.”

  8. EasyTrigo Usedtoteach trigo Itwasneverused in class Madewith Flash

  9. ? Research questions Whatwould be theimpact of implementing a review plan basedon EasyTrigo so thatthestudentswilllearntopicsrelatedtotrigonometry? How can theformation of more conceptual gaps be avoided in thefuture?

  10. General objective Design and apply a pedagogical plan using EasyTrigo that will allow the 2013 promotion of the GI School to have enough trigonometric knowledge to take on the ICFES and the university.

  11. Specific objectives Design a study plan to teach trigonometry. Identify the problems that the students have. Design an exam template. Measure the improvements in the students.

  12. Hypothesis Creating and applying a teaching plan using EasyTrigo will improve the students’ understanding of trigonometry.

  13. Conceptual framework Trigonometry Sides and angles Geometry Measurement of points, lines, curves, surfaces

  14. Theoretical framework How? What? Why? Pedagogía a partir de la neurología La solución de problemas y ejerciciosmatemáticos La RevoluciónEducativa

  15. Why: The Educational Revolution • Improve the quality of education. • Learning what’s truly important to form competent citizens. Ministerio de Educación Nacional “Describe and model real-world phenomena using trigonometric relationships and functions.”

  16. How: The Neurologic Method E. Jensen The brain is designed to learn. Repetition creates new connections between neurons.

  17. Thekey: “Develop more synapticconnectionsbetweenbraincells and notlosingexistingconnections.” Cerebro y Aprendizaje, Jensen, E. 1998

  18. Answer Dynamism Difficulty Challenges Novelty Rewards

  19. What: Problem Solving Theories Exercises Steps Formulas Processes

  20. M. del Puy Pérez

  21. Problems Theories Exercises Steps Exercises = single-step problems Problems = multi-step exercises Formulas Processes

  22. Exercise If 3 pizzas cost 9 dollars, how much does each pizza cost? 3X = 9 Pizza = $3

  23. Problem N / J / D / A Matrices Last Friday, Juan bought 2 pizzas and one soda for $5 on store A. On Saturday, Nicolás bought the same items for $11. When he asked why it cost more, it turned out that pizzas cost 60% less on Fridays. When David went to store B, he got one pizza and 3 sodas for $10, and Ana María got two pizzas and one soda for the same prize. Q: On what store is pizza cheaper on a normal day? Store A = $5 Store B = $4 40% = 2p + s = $5

  24. Field work

  25. 1stSession • In this session the survey was implemented. • 14 questions that measured the student’s willingness to participate.

  26. 2ndSession • Implementation of thefirst diagnosis test. • 13 questions: theory, practice, and a problem.

  27. 3rd Session • We taught the basics of triangles and solving roots. • Our adviser taught roots for the first class. • Student booklets.

  28. 4thSession • We reviewed root solving first. • This class we taught radian angles.

  29. 5thSession • Supplementary and complementary angles. • The students were great with the theory, but not so much with actual exercises and problems

  30. 6th Session • First trigonometric lessons. • Big changes in the investigation schedule.

  31. 7thSession • General review of all the previous topics. • Only with 11th honors and standard, no tutorship.

  32. 8thSession • Review about trigonometrical identities. • Unit circle: used to be taught at the beginning. • We used the circle to teach Sin, Cos, and Tan.

  33. 9th Session • We studied the Sine and Cosine Theorems. • The Cosine formula was wrong in EasyTrigo.

  34. 10thSession • Review of everything thus far for the exam. • The students didn’t take their notes to study.

  35. 11thSession • Second diagnostic test and final survey.

  36. Diagnostic test 1 hour 19 answers 13 questions in total 1 problem 6 exercises 6 theory questions

  37. Theory • Using the trigonometric functions • Pithagorean Theorem • Sine and Cosine Theorems • Applying trigonometric rules in real life situations • Trigonometric functions • Suplementary and Complementary • Radian angles • Characteristics of triangles Exercises

  38. Problem - Great in theory and exercises. - Not so much in the problem.

  39. Survey Generally good response 9 questions in total Opinions about EasyTrigo Trigonometry improvement

  40. Final products 75.2% 44.7%

  41. Conclusions Design a study plan to teach trigonometry. Identify the problems that the students have. Design an exam template. Measure the improvements in the students. Design and apply a pedagogical plan using EasyTrigo that will allow the 2013 promotion of the GI School to have enough trigonometric knowledge to take on the ICFES and the university.

  42. Future applications

  43. Strengths • We had good mathematical abilities. • We had a statistics program (PASW 18) that allowed us to analyze the data given by the surveys easily.

  44. Opportunities • Initially, we were going to design the lessons from scratch, but EasyTrigo was used instead. • Teachers were really permissive when allowing us to use their class time to teach. • Teachers from the math department were willing to cooperate to promote our classes.

  45. Weaknesses • We had to blindly trust the lessons in EasyTrigo. • Things were rushed because we didn’t schedule our lessons in advance. • The group didn’t have enough Senior Project passes to leave class.

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