Significant trigonometry and metacognition

Abstract

The article deals with general knowledge about constructivism, significant knowledge and metacognition, which constitute the theoretical basis for the methodological development of an alternative teaching-learning process for trigonometry, in a more meaningful and coherent way. In order to do so, it starts from elementary contents of flat geometry, such as distance between two points, Pythagoras theorem and similarity of triangles to induce trigonometric ratios, deduce trigonometric tables and reduction formulas to the first quadrant. This proposal helps the student to learn in an easier way, not only trigonometry, but also provides a method based on logical reasoning, where the cause-effect relationship is evidenced, from the simple to the complex, and the verification of the main phenomena, which is useful to face cognitive tasks in broader fields.