Gestion de l’enseignement explicite et appropriation en numératie chez les élèves du niveau I du groupe scolaire bilingue dorcas

Abstract

Despite the educational tools available to students, their performance in literacy and numeracy remains below the acceptable threshold. Statistics from the CONFEMEN PASEC (2020) program analyzing educational systems reveal that by the end of the primary cycle in Cameroon, only 38% of students achieve the minimum level of competence in mathematics and 48% in reading. These results indicate that more than half of the students do not reach the minimum necessary competencies in these fundamental subjects, highlighting significant challenges faced by the Cameroonian education system. However, according to Tardif (1997), the appropriation of learning outcomes results from the implementation of explicit pedagogy strategies in the teaching/learning process. This thesis analyzes explicit teaching as a pedagogical approach that facilitates the appropriation of numeracy skills among primary school students. The methodological approach adopted falls within the explanatory paradigm. Data collection through academic knowledge tests employed a quasi-experimental design before and after, with a non-equivalent control group. Data analysis using the Student‟s T-test revealed that primary school students appropriate learning outcomes in numeracy under teaching conditions preceded by vocal demonstrations. Support is provided through two dimensions: first, by the classroom teacher, and then by peers in the group until the student‟s final autonomy. However, the study shows that the combination of modeling, guided practice, and autonomous practice explains the appropriation of numeracy for primary school students. Thus, it suggests the implementation of explicit pedagogy strategies in teaching processes