Asian Research Journal of Mathematics

Mathematics teaching in the Democratic Republic of Congo, as in many educational systems, traditionally relies on abstraction and rigour. The study aims to explore challenges and proposals for the development of mathematical modelling in Congolese secondary education. This article analyses the challenges of teaching mathematics in the DRC, focusing on the lack of local contextualization and its effects on learning. It argues that the current curriculum, despite its good intentions, does not always succeed in transforming students into "analytical thinkers" capable of solving real-world problems, thereby risking limiting them to "calculators." The study shows that the majority of the curriculum's scenarios encourage mathematical modelling, but a significant minority are limited to basic calculations. To improve the situation, the article proposes a curriculum reform, better teacher training, and the integration of digital tools to make modelling the cornerstone of mathematics education. By inviting students to actively build models to solve real-world problems in their environment, we transform them into analytical thinkers. This approach helps them understand mathematical concepts not as arbitrary rules, but as powerful tools for interpreting and acting on the world.