ABSTRACT
This article presents a task providing college students opportunities to build on their high school knowledge of trigonometry to explore parametric equations and inverse trigonometric relationships within a contextual learning ladder problem.
DISCLOSURE STATEMENT
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
David Glassmeyer
David Glassmeyer is an associate professor of Mathematics Education at Kennesaw State University. He helps teachers deepen their mathematical content knowledge and integrate STEM concepts with their students. As a mathematics education researcher, he focuses on examining how pre- and in-service teachers think about quantitative reasoning and algebraic reasoning and works to identify methods that promote teachers’ incorporation of these practices in their classroom.