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Although introduced through right-angled triangles at earlier levels, Nepal’s curriculum formalizes it from Grade nine as a distinct chapter with substantial weighting in additional and compulsory mathematics. This phenomenological study examines Grade ten students’ experiences, using diagnostic tests plus formal and informal interviews and classroom engagement to analyze students’ explanations. Findings highlight conceptual misconceptions and procedural errors affecting problem solving, with a need for everyday-based materials, diagrams, and supportive teacher–student relationships for meaningful, long-lasting learning.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-experience-in-learning-trigonometry-in-high-school-mathematics-a-phenomenological-study/267167/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-experience-in-learning-trigonometry-in-high-school-mathematics-a-phenomenological-study/267167.png","ImageObject",300,407,{"name":92,"@type":93},"Aurelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the phenomenological study in the document?","Question",{"text":113,"@type":114},"The study explores students’ experiences in learning trigonometry, focusing on how they understand concepts and handle trigonometric problem solving.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were data collected for the study?",{"text":118,"@type":114},"Data were extracted from twelve Grade ten students through formal and informal interviews, diagnostic tests, and in-depth classroom engagement, then analyzed together with students’ explanations of each question.",{"name":120,"@type":111,"acceptedAnswer":121},"What major learning difficulties and misconceptions are reported?",{"text":122,"@type":114},"Students have difficulty learning trigonometry and hold misconceptions about basic concepts, leading to obstacles and errors in solving trigonometric problems, including issues in procedural knowledge, conceptual knowledge, or the connection between them.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},267167,1789415487,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},1099514068365,"https://ap-avatar.wpscdn.com/avatar/10000253d8d9f28188e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1794309523707217728","Students' Experience in Learning Trigonometry in High School Mathematics: A Phenomenological Study  \nSandip Dhungana 1, Binod Prasad Pant 1 and Niroj Dahal 1 *  \n1Kathmandu University School of Education, Department of STEAM Education, Lalitpur, Nepal  \n*[Corresponding Author:](Corresponding Author: niroj@kusoed.edu.np)[ ](Corresponding Author: niroj@kusoed.edu.np)[niroj@kusoed.edu.np](Corresponding Author: niroj@kusoed.edu.np)  \nAbstract: Trigonometry is an area of mathematics that students believe to be particularly difficult and/or abstract compared to other areas of mathematics. It is introduced as the concept in the right-angled triangle from the basic level, but the curriculum of Nepal introduced it from Grade nine onwards as a separate chapter. Its content area has a weighting of nearly one-fourth ofthe part in additional mathematics and around 10% in compulsory mathematics. This study aims to explore students’ experiences in learning trigonometry. The data are extracted from twelve grade ten students who had chosen additional mathematics in their optional courses. Formal and informal interviews, diagnostic tests, and in-depth engagement with students in their classrooms were the major sources of data extraction. In this sense, this study adopted phenomenology as a methodological stance. The data collected from the diagnostic test were analyzed, and students’explanations of each question were discussed in this study. In doing so, this study concludes with some major findings. Students have difficulty learning trigonometry and have misconceptions about the basic concepts, producing obstacles and errors in solving trigonometric problems. The possible errors are in procedural knowledge, conceptual knowledge, or link between these two types of knowledge. It is also found that a teacher needs to incorporate the learners’ everyday experiences using materials, diagrams, and equipment for meaningful learning and long-lasting knowledge. A teacher needs to be aware and responsible for students’ activities inside the classroom. Healthy relationships between the teacher and the students can significantly contribute to learning trigonometry.  \nKeywords: trigonometry, students’ experience in trigonometry, engagement, long-lasting knowledge  \nINTRODUCTION  \nUpon reflecting on Sandip’s journey in learning trigonometry, he used to belong in the category who wasn’t likely found of trigonometry at the school level. Although being counted in the list of so-called good students in mathematics because of Sandip’s high achieving marks/grades as compared with his classmates; trigonometry was always the most difficult area to learn. The abstract concepts, formulas, axioms, and theorems required in solving trigonometry were found straightforward in those days as we (Sandip including Sandip’s friends) used to memorize most of  \nthe concepts easily and quickly. Sandip remembers his mathematics teacher who continuously repeats,“Trigonometry is like a game offormulas unless you memorize everything in trigonometry, don’t even dare to solve it”. Though as a learner in the Nepali context, where mathematics subject is considered a difficult subject (Luitel & Pant, 2019), Sandip was found to be solving problems in mathematics in those days, and normally he was much more comfortable in solving routinebased mathematics and trigonometry problems. Likewise, Sandip believes that “problem-solving ability is one of the soft skills that students should have in learning mathematics”(Nurmeidina, & Rafidiyah, 2019, p. 2) . As the importance of mathematics cannot be separated from our real life, one cannot deny its importance in studying at the school level.  \nNext, school-level education (up to grade ten in Nepal) is considered mathematics as compulsory. The area of trigonometry as a chapter is introduced in grade nine in compulsory mathematics, though the concept of right-angled triangle and solving a right-angled triangle is also introduced in lower grades (e.g.,","cbCaiklCjl6wA8Pz","https://ap.wps.com/l/cbCaiklCjl6wA8Pz","pdf",584132,18,"English","# Abstract\n# Introduction\n## Curriculum context in Nepal\n## Students’ perceived difficulties\n## Classroom teaching experiences","[{\"question\":\"What is the purpose of the phenomenological study in the document?\",\"answer\":\"The study explores students’ experiences in learning trigonometry, focusing on how they understand concepts and handle trigonometric problem solving.\"},{\"question\":\"How were data collected for the study?\",\"answer\":\"Data were extracted from twelve Grade ten students through formal and informal interviews, diagnostic tests, and in-depth classroom engagement, then analyzed together with students’ explanations of each question.\"},{\"question\":\"What major learning difficulties and misconceptions are reported?\",\"answer\":\"Students have difficulty learning trigonometry and hold misconceptions about basic concepts, leading to obstacles and errors in solving trigonometric problems, including issues in procedural knowledge, conceptual knowledge, or the connection between them.\"}]","Students' Experience in Learning Trigonometry in High School Mathematics - A Phenomenological Study | PDF",45]