Boosting student-teachers’ conceptual structures in special angles in basic trigonometry

Many student-teachers graduate from teacher-training mathematics programmes with no varied and alternative conceptual structures in basic trigonometry. This study explored student-teacher conceptual structures in special angles in basic trigonometric instructions in order to enhance their understanding, meaningful transfer and practically engage trigonometry. We sampled fifty post-diploma student-teachers of the Department of Basic Education, University of Education, Winneba in Ghana to explore and help mitigate their knowledge and skills. The quasi-experimental results of the pre-intervention and post intervention scores showed that the student- teachers were flexible and adaptable in drawing the conceptual structures, presented systematic representations in solving problems, and boosted their conceptual structures in special angles.