Uso do dominó trigonométrico no ensino de trigonometria

Abstract

This study aimed to investigate the contributions of using the Trigonometric Domino as a didactic resource for teaching Trigonometry concepts to a second-year high school class. The research was conducted at the Federal Institute of Piauí – Floriano Campus, with 13 students, in three stages: a pre-questionnaire, a theoretical lesson, and practical activities, one of which involved the Trigonometric Domino game. A qualitative and quantitative approach with a descriptive character was adopted, using questionnaires and observation records as data collection instruments. The prequestionnaire results indicated that a significant portion of the participants recognized some basic Trigonometry concepts. In the Trigonometric Domino activity, the seven participants answered the three practical questions in the post-questionnaire correctly, corresponding to 100% accuracy in this set of responses. The participants also evaluated the experience positively and expressed favorable perceptions of the game dynamics. Considering the small number of participants, the absence of controlled experimental conditions, and the application of the post-questionnaire only to the group that used the game, the results do not allow conclusions about the superiority or causal effectiveness of the resource. Within the context investigated, the data indicate that the Trigonometric Domino may be used as a complementary resource for working with Trigonometry concepts.