Towards Learner-Centered Teaching: The Case of Mathematics Teachers

Aicha  Ouailal; Jamal  Mouline

doi:10.36941/jesr-2024-0083

Authors

Aicha Ouailal Laboratory of Analysis, Modelling and Simulation (LAMS), Faculty Ben M’SIK, Hassan II University of Casablanca, B.P 7955, Sidi Othman, Casablanca, Morocco *Corresponding Author
Jamal Mouline Laboratory of Analysis, Modelling and Simulation (LAMS), Faculty Ben M’SIK, Hassan II University of Casablanca, B.P 7955, Sidi Othman, Casablanca, Morocco

DOI:

https://doi.org/10.36941/jesr-2024-0083

Keywords:

teaching practice, didactics, problem solving, learner-centered teaching, mathematics

Abstract

Following the results of the TIMSS survey qualifying the school crisis, the Moroccan education system in its reform has launched the "Learner-Centered Teaching" (LCT) model which is part of a plan which aims to linking the classroom space to the two school spaces on the one hand and the socio-economic environment on the other hand, and this, through a new teaching practice that exploits the pedagogical and didactic elements of the competency-based approach, of interdisciplinarity, project-based pedagogy and institutional communication. This article presents the training adopted for the benefit of teachers within the framework of the LCT according to four professional situations whose competence aimed at the end of the training is to manage, in terms of learning, mathematical concepts by taking into account the mathematics education resources and tools.

Received: 18 March 2024 / Accepted: 26 May 2024 / Published: 5 July 2024