HISTORICAL JOURNEY OF THE CONCEPT OF PERIODICITY AND ITS DIDACTIC IMPLICATIONS IN TRIGONOMETRY

The teaching innovation proposal about the study of one of the most important but sometimes undervalued topics in High School Mathematics consists of a multidisciplinary approach, specifically based on the historical evolution of the concept of periodicity and in multiple applications. This article summarizes the results of a study that evaluated the effectiveness of the historical and epistemological approach in teaching the concept of periodicity in Mathematics, which students often perceive as a hard topic. The study was carried out in high school. After observing the results collected from different running kinds of tests on the students, we concluded that the approach based on these advanced perspectives and methodologies was significantly helpful in making trigonometry easier and digging deeper into the concept of periodicity.