Abstract:
The study develops insight into In-Service Mathematics Teachers’
(ISMTs’) understanding and teaching of trigonometry concepts in SHS. Mixed
method was used. Population was primarily ISMTs. A sample size of 220
ISMTs were used. Stratified sampling was used in selecting the schools and
ISMTs. Data collection was done with questionnaire. The study revealed that
knowledge of ISMTs on trigonometry content was not encouraging. The few
who answered the questions performed better on Elective Mathematics
Trigonometry questions. For identification of errors from hypothesized
student’s solutions, majority did not find anything wrong with the solutions
presented. On causes of the errors, they mainly attributed it to lack of
understanding of either a procedure, or concept but not both. On correcting the
errors and helping students understand the concepts, majority displayed
insufficient knowledge of content and students. Regarding self-efficacy, ISMTs
were much more confident to teach Core Mathematics related items compared
to Elective, and identified some items they have least and most confidence in
teaching, with reasons. On challenges, the major ones were; lack of confidence,
inadequate instructional resources, and difficulty and problem of teaching
trigonometry. On teacher professional development needs, support is needed to
teach trigonometry in: teacher self-improvement in trigonometric content and
pedagogy; preparation and utilization of teaching materials; and use of ICT and
the others. It is recommended that advisory services, school heads and
principals should organize and encourage teachers to attend professional
development courses to refresh their trigonometry contents and become abreast
with new developments.
