Estrategias para la Enseñanza Efectiva de la Trigonometría en el Nivel Secundario

Abstract

DOI: https://doi.org/10.46296/ig.v8i15.0263 This narrative review examines effective strategies for teaching trigonometry in secondary education, identifying five main approaches: use of multiple representations, problem-solving and active learning, technological integration, contextualized teaching, and use of analogies and models. Through analysis of specialized literature between 2015-2025, the study reveals that the most effective pedagogical approaches share characteristics such as prioritizing conceptual understanding over memorization, establishing connections with real-world situations, employing multiple representations, and encouraging active student participation. The unit circle stands out as a particularly valuable model, and tools like GeoGebra as facilitators of dynamic learning. Findings suggest that, although there is no universally optimal strategy, methodologies that contextualize learning and promote critical thinking achieve greater effectiveness. Successful implementation requires adequate teacher training and adaptation to the specific characteristics of students, offering an evidence-based foundation for pedagogical decisions that strengthen trigonometric teaching in secondary education. Keywords: Active learning, Unit circle, Mathematical visualization, GeoGebra, Spatial thinking.DOI: https://doi.org/10.46296/ig.v8i15.0263 Resumen Esta revisión narrativa examina estrategias efectivas para la enseñanza de la trigonometría en educación secundaria, identificando cinco enfoques principales: uso de representaciones múltiples, resolución de problemas y aprendizaje activo, integración tecnológica, enseñanza contextualizada y uso de analogías y modelos. A través del análisis de literatura especializada entre 2015-2025, el estudio revela que las aproximaciones pedagógicas más efectivas comparten características como priorizar la comprensión conceptual sobre la memorización, establecer conexiones con situaciones reales, emplear múltiples representaciones y fomentar la participación activa de los estudiantes. Se destaca la circunferencia unitaria como modelo particularmente valioso, y herramientas como GeoGebra como facilitadoras del aprendizaje dinámico. Los hallazgos sugieren que, aunque no existe una estrategia universalmente óptima, las metodologías que contextualizan el aprendizaje y promueven el pensamiento crítico logran mayor efectividad. La implementación exitosa requiere formación docente adecuada y adaptación a las características específicas de los estudiantes, ofreciendo una base fundamentada para decisiones pedagógicas que fortalezcan la enseñanza trigonométrica en secundaria. Palabras clave: Aprendizaje activo, Circunferencia unitaria, Visualización matemática, GeoGebra, Pensamiento espacial. Abstract This narrative review examines effective strategies for teaching trigonometry in secondary education, identifying five main approaches: use of multiple representations, problem-solving and active learning, technological integration, contextualized teaching, and use of analogies and models. Through analysis of specialized literature between 2015-2025, the study reveals that the most effective pedagogical approaches share characteristics such as prioritizing conceptual understanding over memorization, establishing connections with real-world situations, employing multiple representations, and encouraging active student participation. The unit circle stands out as a particularly valuable model, and tools like GeoGebra as facilitators of dynamic learning. Findings suggest that, although there is no universally optimal strategy, methodologies that contextualize learning and promote critical thinking achieve greater effectiveness. Successful implementation requires adequate teacher training and adaptation to the specific characteristics of students, offering an evidence-based foundation for pedagogical decisions that strengthen trigonometric teaching in secondary education. Keywords: Active learning, Unit circle, Mathematical visualization, GeoGebra, Spatial thinking. Información del manuscrito:Fecha de recepción: 12 de febrero de 2025.Fecha de aceptación: 30 de abril de 2025.Fecha de publicación: 10 de mayo de 2025