Abstract

URRUTIA, Francisco Zamorano; LOYOLA, Catalina Cortés  and  MARIN, Mauricio Herrera. Facilitando el aprendizaje de trigonometría a través de una interfaz tangible. Cuad. Cent. Estud. Diseñ. Comun., Ensayos [online]. 2022, n.103, pp.249-269.  Epub Feb 22, 2022. ISSN 1853-3523.  http://dx.doi.org/10.18682/cdc.vi103.4158.

In mathematics education, studies reveal difficulties in the teaching-learning of trigonometry in secondary and higher education, where students are not encouraged to achieve a deep conceptual understanding of the associated concepts. Considering the importance of trigonometry for multiple disciplines, it becomes necessary to implement new approaches that foster students to take an active role in their own learning. Several studies demonstrate that incorporating digital technologies have a positive impact on students’ learning. However, most of the existing technologies do not consider the use of the body and multiple senses. Tangible User Interfaces (TUIs) in contrast, can host bodily interactions that apply principles of the Embodied Cognition Theory. Nonetheless, there is a lack of applications of TUIs for trigonometry education. This study consisted in designing and validating a tangible interface for the teaching-learning of basic concepts of trigonometry. The interface hosts a pedagogical experience that privileges exploration, the use of intuition, and fosters collaborative learning. A Pre-Test was applied to 119 students to determine previous knowledge, yielding a 29.1% performance. After two interventions with the interface, the results of a Post-Test reveal an increase of 37.1%, confirming the educational effectiveness of the interface and the pedagogical experience to facilitate learning of basic concepts of trigonometry.

Keywords : trigonometry; interaction design; tangible user interface; learning; embodied cognition..

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