Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 53 Issue 2, June 2015
31 – 36
Teaching the Trigonometric Ratios Through Embodiment, Symbolism and Formalism
Christopher Charles
In today’s classrooms, sound pedagogic practices are priceless. In the mathematics classroom, these pedagogic practices must provide students with opportunities to create a deeper understanding of mathematics. A deeper understanding of mathematics means that students understand the underpinnings of mathematical concepts; are able to represent mathematical ideas in multiple ways (concrete, numerical, graphical, geometrical, and symbolic); are able to use appropriate “mathematical language, vocabulary, and notation to represent ideas, describe relationships, and model situations”; and are able to “make meaningful connections within mathematics, to other content areas, and to real-life situations” (New Mexico State University nd, I).
