What is it about?
This paper reports part of the findings from a three-year study conducted to identify and support slow learners in learning mathematics at primary schools in Vietnam. Findings indicate both home- and school-based barriers to the academic success of slowlearning students, which highlights the need for individualised support and tailored teaching.
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Why is it important?
An understanding of learning behaviours and cognitive characteristics of slow learners together with their social and educational environment facilitates appropriate intervention strategies.
Perspectives
Exploring the factors that underline the low performance of slow learners, it was found that many home and school barriers were present and contributed towards the learning difficulties of students in addition to their limited cognitive abilities. Vanauker-Ergle (2003, 144) emphasises that under-achievers ‘are in need of an educational support system that is both aware of and responsive to their needs’ and urges teachers, parents, and policymakers to be involved in developing a ‘child-friendly system’. Carrying such a mission, the teachers in this study have provided different forms of support for their slow learners while challenges still persist and hinder the implementation of appropriate intervention strategies.
Trinh Le
Read the Original
This page is a summary of: Slow learners in mathematics classes: the experience of Vietnamese primary education, Education 3-13, June 2019, Taylor & Francis,
DOI: 10.1080/03004279.2019.1633375.
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