Burkina School system is composed of Basic, Secondary, and Higher Education. Studentsʼ academic performance in Mathematics at all levels of this schooling are affected by many factors. One of these factors is the way of teaching used in junior high school. That is why this paper is advocating a shift in the pedagogical teaching in Mathematics. Regarding the weakness of the lecture and other teaching pedagogy in Mathematics, we consider Japanese Structured Problem-Solving (SPS) approach as a better alternative. The SPS approach is based on whole-class discussions with various solutions by students. It is a method that helps students to be more interactive and get intellectually engaged with their pair. The choice of Japanese SPS is based on my experience in Japan and also on several research studies that confirmed its effectiveness. Some theories in this study are constructivism and social constructivism because they viewed learning as discussion with argumentation and Interactions. We suggested the use of SPS in Burkina Faso junior high school to raise students' Mathematics performance.
TIENDREBEOGO et al. (Tue,) studied this question.