CENA - Centre de recherche Mandombe
Published October 29, 2025 | Version v1
Journal article Open

Phase-II Replication of the Mandombe Cognitive Acceleration Paradigm in Congolese Primary Schools: 2-Week Interim Pilot Report (EN/FR)

Authors/Creators

  • 1. ROR icon Université Simon Kimbangu
  • 2. ROR icon Université de Cepromad
  • 3. CENA Kinshasa

Contributors

  • 1. ROR icon Université de Cepromad
  • 2. ROR icon Université Simon Kimbangu
  • 3. CENA Kinshsa

Description

This record documents an active, in-progress research deployment currently taking place in primary schools across multiple provinces of the Democratic Republic of Congo. The project implements Mandombe-based visuomotor and symbolic reasoning exercises in real classrooms, and tracks the impact on early numeracy, symbolic decomposition skills, and learning dynamics.

This replication project is distinct from the original foundational research (2007–2011) which produced the first proof-of-concept results on Mandombe as a cognitive accelerator. Unlike the original small-sample work, this Phase-II pilot is ecology-based (conducted inside ordinary schools), multi-lingual (Lingala / Kikongo / Swahili / Tshiluba / French), and designed to produce more granular metrics over time.

The present deposit corresponds to the first public interim release (Week 2) and is intended to make the process transparent, to allow early open review, and to build a traceable record of versioned progress over the coming weeks as additional data points accumulate (Week 4 / Week 8 / Week 12). This versioning approach aligns with FAIR principles and open scientific accountability.

This record also serves as an anchor for future linked datasets, future registered analyses, and the final consolidated report which will be released later. The results and methodology presented here contribute directly to national discussions on STEM curriculum reform and support the institutional foundation for a dedicated doctoral school focused on Mandombe epistemologies, cognition, and pedagogical innovation in the DRC.

Abstract (En)

This article presents the early 2-week interim report of a Phase-II replication study of the Mandombe cognitive acceleration paradigm, currently implemented in selected primary schools across multiple provinces in the Democratic Republic of Congo. The study replicates and extends foundational work conducted between 2007–2011, which demonstrated significant gains in visuospatial processing, symbolic abstraction, and numerical reasoning in young children exposed to Mandombe-based visuomotor practice. This Phase-II study increases geographical distribution, introduces finer-resolution cognitive measurement instruments, and compares three modalities: (1) Mandombe taught in national languages, (2) Mandombe taught in French, (3) control (no Mandombe). Early signals show directional patterns consistent with the original foundational outcomes, although the present report does not claim effect conclusiveness at this 2-week stage. This replication constitutes the scientific base for a national policy conversation on curriculum integration and forms part of the justification for establishing a doctoral school specializing in Mandombe-based epistemologies, cognitive science, and pedagogical innovation.

Abstract (French)

Cet article présente le rapport intermédiaire à 2 semaines d’une étude de réplication Phase-II du paradigme Mandombe d’accélération cognitive, actuellement mise en œuvre dans certaines écoles primaires de plusieurs provinces de la RDC. Cette étude reproduit et affine les travaux fondateurs (2007–2011), augmentant l’échelle géographique, la résolution des instruments de mesure, et comparant trois modalités pédagogiques. Les observations initiales montrent des tendances cohérentes avec les résultats fondateurs, sans revendication d’effet statistiquement consolidé à ce stade. Cette phase de réplication constitue la base scientifique au débat national sur l’intégration curriculaire et participe à la justification pour l’ouverture d’une école doctorale dédiée aux épistémologies mandombe, à la cognition et à l’innovation pédagogique.

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Research report Malueki.pdf

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Additional details

Additional titles

Translated title (French)
Étude de Réplication Phase-II du Modèle d'Accélération Cognitive Mandombe dans les Écoles Primaires Congolaises : Résultats Intermédiaires à 2 Semaines dans un Pilotage Multi-Provinces

Related works

Is derived from
Peer review: 10.5281/zenodo.17495981 (DOI)
Peer review: 10.5281/zenodo.17496786 (DOI)
Peer review: 10.5281/zenodo.17496898 (DOI)

References

  • Nsiangani, K. (n.d.). Art Accelerating Learning in African Children: Symbolic Cognition and the Mandombe Framework. CEMA - USK. https://doi.org/10.5281/zenodo.17496786
  • Nsiangani, K. (n.d.). Early Childhood Math Learning Through Mandombe: A New Paradigm. CEMA - USK. https://doi.org/10.5281/zenodo.17495981
  • Nsiangani, K. (2024). Comparing Cognitive Performance and Adaptability in Congolese and Western Children Using HECCA. In CENA – Centre National d'Études et de Recherches Africaines, Département des Publications et de l'Épistémologie, Kinshasa. CEMA - USK. https://doi.org/10.5281/zenodo.17496898