Improving achievement in trigonometry by revisiting fraction operations

This paper presents the results of a quasi-experimental study that included undergraduate trigonometry students at a private university in the southwestern United States. The present study examined if a review of operations on fractions prior to learning trigonometric identities would improve students’ success on a trigonometry test. The course instructor administered a pretest consisting of ten fraction questions. Students identified their errors and made corrections to the pretest. The instructor then taught the chapter on trigonometric identities and administered the chapter test and fraction posttest. The findings suggest that having students review prerequisite skills before teaching advanced topics might aid in improving mathematical skills.