Implémentation des réformes curriculaires et qualité de l’enseignement/apprentissage des mathématiques. une enquête menée auprès des enseignants du CE2 des écoles primaires publiques de l'arrondissement de Yaoundé IV

Abstract

This work is entitled: "Implementation of curricular reforms and quality of teaching/learning in elementary school. Une étude menée dans les écoles primaires publiques de l'arrondissement de Yaoundé IV". It starts from the observation of the low quality of mathematics teaching and raises the problem of the level of implementation of curricular reforms, in this case the full application of APC standards. It is based on the general observation that primary school teachers are reluctant to embrace educational reforms, and in particular the failure to apply APC standards in full. The most frequently cited consequence is the poor quality of the education provided, which is reflected in the exponential rise in school failure rates. But not everyone agrees. Hence the embarrassment that led us to ask the following research question: does the implementation of curricular reforms guarantee the quality of mathematics teaching/learning? As an anticipated answer to this question, we formulated the hypothesis of the affirmative. This hypothesis was operationalized in four research hypotheses, all confirmed by inferential analysis of empirical data collected by questionnaire from a representative sample of 120 elementary school teachers in the Yaoundé 4 district. The axes on which we worked were statements of competency, the development of integration situations, the application of the new vision of evaluation, and the application of the new vision of evaluation's management methods. And all the hypotheses were confirmed through the calculation of the chi-square for all the hypotheses, with the chi-square read being lower than the chi-square calculated. This leads us to conclude that the curricular reform that introduced APC is effective in improving the quality of education.