In-service Mathematics Teachers’ Understanding and Teaching of Trigonometry: Implication for Professional Development

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.