PROBLEMATIC OF THE IMPLEMENTATION OF THE BALANCE CLASS SEQUENCE OF THE THIRD FORM IN THE MIDDLE SCHOOL AND HIGH SCHOOL OF PORTO-NOVO

Abstract

In this work, Sensevy's theory of joint action (2007) enabled us to identify the difficulties and even the shortcomings in the progress of the 4th grade assessment sequence by the teachers of high schools and high schools of Porto-Novo. For this, three (03) investigation techniques were the subject of our methodology: the documentary analysis, the questionnaire and the instrumented observation. The results from the data analysis of these three (03) techniques reveal the existence of the differences between the teaching-learning approach as well as the objects to be remedied provided by the official texts and those adopted by the investigated teachers. In addition, teachers encounter difficulties in implementing the balance sheet. These difficulties are: the development by themselves of the reinvesting activities and the formatting of these in real classroom situation, the difficulties related to time management, the group class without forgetting the lack or absence equipment and infrastructure.