Building of contextualized situations for learning mathematics at primary schools in the Democratic Republic of Congo
DOI:
https://doi.org/10.59228/Keywords:
situations, situations based approach, competencyAbstract
This article is a pedagogical tool whose construction is described in a practical way on the basis of the Situational Approach starting from the difficulties experienced by learners during their first years of schooling. This tool, which is a support for teachers and researchers, shows how to build learning situations adapted to their socio-cultural environment in different stages.
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APA
Muamba Yombo , Peter, Phaka Ngimbi , Jacques (2022). Building of contextualized situations for learning mathematics at primary schools in the Democratic Republic of Congo. Congolese Journal of Science and Technology, 1(2), 143-148. https://doi.org/
Vancouver
Muamba Yombo P, Phaka Ngimbi J. Building of contextualized situations for learning mathematics at primary schools in the Democratic Republic of Congo. CJST. 2022;1(2):143-148. doi:10.59228/
BibTeX
@article{rcst303,
author = {Muamba Yombo , Peter and Phaka Ngimbi , Jacques},
title = {Building of contextualized situations for learning mathematics at primary schools in the Democratic Republic of Congo},
journal = {Congolese Journal of Science and Technology},
year = {2022},
volume = {1},
number = {2},
pages = {143--148},
doi = {10.59228/},
url = {https://rcst.cd/index.php/rcst/en/article/view/303}
}
RIS
TY - JOUR AU - Muamba Yombo , Peter AU - Phaka Ngimbi , Jacques TI - Building of contextualized situations for learning mathematics at primary schools in the Democratic Republic of Congo JO - Congolese Journal of Science and Technology PY - 2022 VL - 1 IS - 2 SP - 143 EP - 148 DO - 10.59228/ UR - https://rcst.cd/index.php/rcst/en/article/view/303 ER -
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References
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Jonnaert, P. (2015). Didactique de l’arithmétique au primaire. Quebec, Epri Pearson.
Minder. (1999). L’évaluation des programmes d’études : Théorie et pratique. Québec, éd PUL.
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