An analysis of students’ difficulties and problem-solving strategies in trigonometry instruction

Problem solving is a fundamental skill in learning mathematics, especially trigonometry. However, students often encounter difficulties in understanding trigonometric concepts and applying appropriate problem-solving strategies. The purpose of this study is to analyze students' problem-solving abilities in solving trigonometric problems and to identify factors that contribute to their difficulties. A qualitative descriptive method was used, with data collected through observational tests, interviews, and analysis of students' written work. The research involved 29 students who had previously studied trigonometry. The findings indicate that while most students were able to identify the problems correctly, many struggled to formulate the problems and select appropriate solution strategies. In addition, only a small number of students demonstrated the ability to explain or verify their solutions. These difficulties were primarily attributed to limited conceptual understanding, ineffective learning strategies, and a lack of reflective thinking about their own work. Therefore, an interactive, problem-based learning approach is recommended to improve students' conceptual understanding and problem-solving skills in trigonometry.