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In 2015, the Democratic Republic of the Congo (DRC) undertook a transitional approach to school reform by adopting the Situation-based Approach “Approche par les Situations (APS)” in the elementary school curriculum. In order to initiate this process, the country has set up an experimental pilot project to improve teaching and learning Mathematics and Language Arts in elementary school. To this end, learning situations were created and teachers were trained in the use of these situations in class. This article presents the results from different data collection tools to account for this experimental approach in Mathematics with a view to enlargement at the national level. The results indicate not only a positive contribution of teacher education and use of classroom situations, but also expose functional problems of implementation of such a device in a country like

Analyse d’un Projet Pilote d’Intégration d’une Approche par les Situations dans l’Éducation de Base de la République Démocratique du Congo