This study traces the shortcomings and poor performance of mathematics learning in Chad in terms of the pedagogical assessment practices used by teachers. Over the past few years, a gradual decline in the quality of mathematics learning has been observed, despite the importance attached to mathematics in the country's socio-economic development and in the training of its citizens.

Certain pedagogical assessment practices implemented by some mathematics teachers appear to be inappropriate and have a negative impact on the quality of students' mathematical learning, and a mixed methodology was chosen to examine their effects on the quality of mathematical learning. To this end, a sample of 140 items representative of our study population estimated at 223 was taken.

The results showed that 33% of teachers integrate the three modes of learning assessment into their teaching practices, while 67% do not combine these three assessment strategies. However, student competence in mathematics is a function of taking three assessments into account.

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