Primary school students in Burkina Faso achieve poor scores in mathematics in various learning assessment sessions. One of the factors was the inadequacy of teaching strategies. I therefore undertook this study to identify these shortcomings. The study, which took place in Nahouri Province, brought together four teachers (two teachers managing each class) and eight primary education inspectors through classroom observations The results revealed a lack of strategies to provide students opportunities to engage and participate in learning and to lead them in a learning process that calls on their critical and analytical thinking.
BAZIE et al. (Sat,) studied this question.