Ensino de trigonometria: uma revisão das estratégias apontadas na literatura voltada para o uso das aplicações

Abstract

The main objective of this study was to analyze the main strategies identified in the scientific literature for teaching and learning trigonometry, focusing on their practical applications. To this end, we investigated the difficulties students face in understanding and applying trigonometric concepts, as well as the teaching methodologies capable of overcoming these challenges. The research consisted of a literature review, based on books, academic articles, theses, and dissertations published since 2019, selected through Google Scholar, using keywords such as "history of trigonometry," "applications of trigonometry," and "GeoGebra software and trigonometry."The results indicated that students' main difficulties are related to traditional teaching, which focuses on memorizing formulas and lacks practical context. Effective alternatives included the use of technologies such as GeoGebra software, which facilitates visualization and interaction with trigonometric concepts, and a historical approach to mathematics, which promotes contextualization and student motivation. The combination of these strategies proved promising for bridging theory and practice, making learning more meaningful. It is concluded that the connection between technological resources and the history of mathematics can enhance trigonometry teaching, provided it is accompanied by appropriate teacher training and teaching materials aligned with these methodologies. Future studies are recommended to expand the analysis to classroom contexts and interdisciplinary projects to validate and consolidate the identified proposals.quadratic equations and the way the method is presented in teaching. The findings reveal that completing the square is often used simply as a preliminary step in deriving Bhaskara's formula, without being explored as an independent solution tactic. This perspective restricts students' understanding, encouraging the automatic application of formulas. It is concluded that the use of completing the square, when contextualized historically and employed pedagogically, can help improve logical reasoning, intellectual independence and in-depth understanding of the mathematical concepts covered.