This study explores the pedagogical benefits of integrating Massive Open Online Courses (MOOCs) in teaching the sine function within a specific educational setting. Drawing on a comprehensive approach, this study combines socio-constructivist principles with theories of autonomous, collaborative, and problem-based learning, along with Van Hiele’s levels theory. At the heart of the investigation lies the meticulous design and implementation of a MOOC as a pivotal element in the didactic sequence, all conducted within a virtual learning environment. To assess its effectiveness, classroom sessions were closely observed and analyzed through the lenses of prominent teaching theories such as technological pedagogical content knowledge (TPACK), mathematical knowledge for teaching (MKT), and Knowledge Quartet (QK). The findings underscore the remarkable potential of leveraging MOOCs to foster a deeper understanding and practical application of the sine function, thereby enriching the overall learning experience. By providing students with accessible and flexible learning opportunities, this approach enhances engagement and encourages active participation. The integration of MOOCs empowers students to take ownership of their learning journey while benefiting from collaborative and problem-solving activities. Ultimately, this research sheds light on the valuable contributions that MOOCs can make to mathematics education, revolutionizing the traditional teaching paradigm and paving the way for more inclusive and effective learning environments. Keywords: Massive Open Online Courses, socio-constructivism, Van Hiele, autonomous learning, collaborative learning, problem-based learning, technological pedagogical content knowledge, mathematical knowledge for teaching, Knowledge Quartet. https://doi.org/10.55463/issn.1674-2974.50.7.17