Teachers’ Trigonometric Meaning

In this paper, we present the analysis of an experience with high school teachers in Mexico, who worked in a problem-situation related to inaccessible distance calculation in the context of a teacher’s training program. After we identified a linear meaning in the relationship between the angle and distance, we set as our goal to understand why this fact is presented. Under the framework of a conceptual framework that articulates cognitive, educational, and social construction of knowledge trigonometric elements, we analyzed the reports submitted by each teacher after the resolution of the problem-situation and some textbooks. We identified that this linear meaning emerges from the activities regulated by the school trigonometric discourse, and is immersed in a phenomenon we call arithmetization of trigonometry.

Trigonometric Ratio; Mathematic Scholar Discourse; Trigonometric Meaning