Impact of Cognitive Activities Involved in Teaching Differential Equations in Secondary School

This article investigates the impact of cognitive activities involved in teaching differential equations in secondary school. An analysis of textbooks is undertaken to identify the cognitive activities required from the students in learning and investing of differential equations. We noted the lack of support for the cognitive activities of changing frames, conversions of registers of semiotic representations and modeling. A test administered to a group of students at terminal science was carried out to diagnose their acquisitions on differential equations. Results showed various types of difficulties which were observed in the resolution of certain equations from the field of physics.