Togo Cours Moyen 2ème Année (CM2) School Syllabus - Mathematics

The Togolese education system follows a 2-6-6 structure, with six years of primary education culminating in the Certificat d'Etudes du Premier Degré (CEPD) exam. The Cours Moyen 2ème Année (CM2) is the final year of primary school. While the official curriculum framework from CP1 to CE1 uses a competency-based approach (APC), from CE2 to CM2, it shifts to an objective-based pedagogy (PPO). However, teachers often adapt and incorporate elements of APC in their CM2 classrooms. A significant challenge in the transition to 6ème (first year of middle school) is the shift back to APC, creating a discontinuity for students.

In CM2 mathematics, the pedagogical approach typically involves four stages:

1. Concrete: Students manipulate physical objects to understand mathematical concepts. 2. Semi-Concrete: Students represent the concrete manipulations through diagrams on the board or in their workbooks. 3. Abstract: Students transition to abstract representations using numbers and symbols. 4. Evaluation: Students' understanding is assessed through various activities.

However, due to factors such as large class sizes, limited resources, and time constraints, teachers sometimes condense or modify this approach, potentially impacting student learning. For instance, the concrete manipulation stage may be shortened, or group work may be limited. Teachers frequently cite insufficient teaching time and a lack of materials as significant challenges. Additionally, there is often a disconnect between the final lessons taught in CM2 and the initial lessons in 6ème, further complicating the transition. For example, the final CM2 lesson might cover exponents (a topic typically revisited in 5ème), while the first 6ème lesson might focus on lines in a plane (a topic often introduced at the end of the first term in CM2).

The mathematics curriculum in CM2 covers topics such as:

• Number concepts (counting, comparing, operations)
• Measurement (length, weight, capacity)
• Geometry (shapes, spatial reasoning)
• Problem-solving

A key finding from research on the Togolese curriculum is the importance of student engagement and parental involvement in academic success. Students who actively participate in class, complete homework, and receive support from their parents tend to perform better. However, many students face environmental challenges (large class sizes, lack of resources, limited parental involvement) that hinder their engagement and learning.

To address these challenges, remediation programs have been implemented in some schools. These programs aim to strengthen students' reading and comprehension skills, which are foundational for success in all subjects, including mathematics. Initial assessments often reveal a significant percentage of students with weak reading skills. Remediation efforts have shown positive results, improving students' reading abilities and overall academic performance. However, challenges such as student absenteeism (particularly in rural areas or among students from less educated families) and local resistance to formal education can impact the effectiveness of these programs.

Recommendations for improving mathematics education in CM2 and facilitating a smoother transition to 6ème include:

• Increased teacher training on APC and remediation strategies.
• Provision of adequate learning materials and resources for all students.
• Curriculum alignment between CM2 and 6ème to ensure continuity.
• Smaller class sizes to allow for more individualized attention.
• Greater parental involvement in student learning.
• Expansion of remediation programs to all primary grade levels.