ÉVALUATION DE L’APPLICATION DE L’APPROCHE PAR LES SITUATIONS DANS L’ENSEIGNEMENT DE LA MATHÉMATIQUES-GÉOMÉTRIE EN 4éme DES HUMANITES SCIENCES DE LA VILLE DE KINDU
DOI:
https://doi.org/10.61841/arry8j93Keywords:
Situation-based approach, mathematics, geometryAbstract
The teaching of mathematics—specifically geometry—in the fourth grade of secondary schools in Kindu faces difficulties related to the abstract nature of the content and the use of traditional pedagogical methods. The introduction of the situation-based approach aims to improve learning by placing the student at the center of the educational process through the resolution of contextualized problem situations. This article examines the evolution of the implementation of this approach in teaching practices. The research adopts a qualitative and descriptive methodology based on classroom observation, document analysis, and interviews with teachers.
The results reveal a progressive but still partial adoption of the situation-based approach, hindered by pedagogical, material, and institutional constraints. The study recommends strengthening teacher training and improving teaching conditions for an effective implementation of this approach.
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