Psychological Conditions of Learning the Mathematics Course in Secondary Schools of Luwowoshi District in Lubumbashi

Since our childhood, we have always been stuck with problems of understanding and application in the mathematics course. Having grown up, we receive the students seeking our help to get them to overcome the same difficulties that we had experienced when we were on the school bench, and this, in a more or less perpetual way even though we do not We are not mathematicians but by the fact that in the national curriculum of primary, secondary and vocational education in the DRC, the mathematics course is enrolled almost in all classes. In an effort to help solve this problem, which we consider stubborn, we asked students and even some teachers about the psychological learning conditions of this course. We will not hesitate to mention both psychopedagogical and ergonomic conditions because in psychology there is no behavior without stimulus. In other words, there is no reaction without action. So that they do not stop the students from being applied in the mathematics class, all these conditions (psychological, ergonomic and even psychopedagogical) will be evoked because we consider them all as stimuli to the problem we want to deal with. We exchanged with the students and even some of the class teachers we met occasionally, outside of their school environment, because we felt that they would feel more comfortable a neutral medium. Then, we went down to these schools to observe by way of confirmation of the facts that were reported to us during the exchanges with our respondents. It is with the help of the method of investigation assisted by techniques of structured interview and observation that we expect to know the psychological, ergonomic and psychopedagogical conditions in the learning of the mathematics course in the students of the district Luwowoshi of the annex commune in Lubumbashi.