منهاج الرياضيات في المغرب و سؤال التطوير و تكافؤ الفرص

الملخص EN

Mathematics plays important roles in many areas of human daily life.

This has led most countries to attach the utmost importance to the development of methods of teaching mathematics and review the mechanisms of evaluation in order to promote scientific impact and sustainable development.

But teaching mathematics poses a range of pedagogical and epistemological problems.

Through a simple statistical process, it is possible to observe the decline of the level of a large proportion of students in this discipline.

However, these students themselves are successful in other areas that require a distinct level of intelligence.

This raises several questions about the relationship of the mathematics curriculum to equal opportunities among students.

Since independence, Morocco has experienced a series of changes in the curriculum of mathematics.

Initially, the curriculum was linked to its French counterparts so that it was based on French professors and their courses.

After this stage, Morocco tried to build its own curriculum in mathematics, starting with replacing the French professors with their Moroccan colleagues and the arabisation of the teaching language.

To cope with the pace of technological, scientific and informational progress, the Moroccan state has adapted the mathematics curriculum to these developments.

The aim of this article is to explore the most important stages of the mathematics curriculum in Morocco since independence and its relationship with the principle of equal opportunities.

We also care about the most important decisions adopted in order to develop the teaching of mathematics to make it accessible to everyone.