Didactics of mathematics in continuing education

The project of continuous training of mathematics teachers is one of the answers to the multiple problems that our teaching system knows in general and that of mathematics in particular. There is no need to recall that the sharp criticisms revolve around its inefficiency and its inadequacy in the socio-cultural and economic context of our country. The research carried out on the field, in some schools of the city of Kinshasa, indicates that the crisis is deep, that is to say that the teaching of mathematics given to our students, where the only aspect emphasized is the manipulation of calculation algorithms, is inefficient. This way of proceeding leads to the rejection and disgust by young people of scientific disciplines in general and of mathematics in particular; especially when they are expected to ask "what is the use of the formulas that fill our notebooks...". The teacher, as well as the inspector, has therefore a considerable share of responsibility in this crisis. We will, for our part, try to bring elements of response to the content to be taught, that is to say what is expected of a mathematics teacher.