This paper presents a study that aimed to analyze the factors that contribute to the
difficulties in the teaching and learning process of trigonometry in the 1st year of high
school. As theoretical support, it was based on authors who discuss this theme as
Brown (2006), Chigonga (2016), Orhun (2004), among others, who contributed with a
meaningful approach to the topic under discussion. Thus, a qualitative research was
carried out, in which observations and questionnaires were applied to a teacher and
students of a class of the first year of high school. Having through the questionnaires
satisfactory results regarding the difficulties that students have in learning
Trigonometry, which concludes from this discussion show that the introduction of new
methodological strategies for teaching aims to increase the educational potential in
student learning. regarding trigonometric knowledge, as well as the other subjects of
the school curriculum.
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