THE USE OF GEOGEBRA IN TEACHING TRIGONOMETRIC FUNCTIONS IN THE 2ND GRADE OF HIGH SCHOOL

Abstract

It is well known that education itself must achieve certain objectives, that a traditional class is often insufficient, which is often because the teacher cannot hold students' attention. Knowing this, one of the ways to draw their attention is precisely to present the applicability of certain knowledge in the student's daily life, using interdisciplinarity. Geogebra has tools for constructing function graphs that are difficult to see unless you have a tool similar to Geogebra or itself. The fact is that in the second grade of high school students deepen in calculations of trigonometric functions, come new functions and some feel lost, find it too complicated to understand and visualize. Showing how Geogebra's versatility can be used in favor of teachers to make this smoothing of mathematics teaching possible is the main purpose of this paper. Show how Geogebra's versatility helps, whether in-room technologies make teaching learning easier or harder, and how Geogebra can help in teaching trig functions. Analyze their understanding of trigonometric functions, and see how beneficial it is to use a technology, in this case Geogebra in favor of teaching mathematics. In addition, it can also be inferred that technologies, when well used in the classroom, can be a cornerstone for better teaching and learning, and report on students' experiences gained from contact with Geogebra, and their use in teaching trigonometric functions. This research is based on previous research by Moran (2013), D'Ambrósio (1993) and Silva (2018). And it can be concluded that technologies greatly influence the teaching of mathematics, namely, Geogebra is an excellent tool that has prompted students to even have an interest in mathematics.