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.
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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