GESTION SCOLAIRE DANS LA RÉUSSITE DE L'APPRENTISSAGE DES MATHÉMATIQUES : REVUE SYSTÉMATIQUE
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Le processus de gestion scolaire présente souvent divers défis liés à des facteurs pédagogiques tels que la formation insuffisante des enseignants en matière de stratégies d'apprentissage ou à des facteurs contextuels où l'enseignement n'est pas adapté aux besoins de chaque élève. Il était donc opportun de procéder à une revue de la littérature afin d'analyser comment les pratiques de gestion scolaire ont une incidence positive sur l'acquisition des connaissances mathématiques. Pour ce faire, la méthodologie PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) a été appliquée et une revue des sources d'information telles que Scopus, Scielo, Dialnet et ERIC a été réalisée. Sur un total de 595 articles scientifiques publiés au cours des cinq dernières années, 22 ont été sélectionnés. Il a été constaté que la gestion éducative implique des facteurs tels que la formation continue des enseignants, la planification stratégique et l'utilisation des technologies éducatives, qui contribuent de manière significative aux performances des élèves en mathématiques. Il a été conclu que la gestion scolaire est nécessaire et fondamentale pour combler les écarts d'apprentissage et promouvoir un apprentissage des mathématiques équitable, capable de s'adapter à différentes réalités.
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