Slow Learners in Mathematics Classes: The Experience of Vietnamese Primary Education
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| Title: | Slow Learners in Mathematics Classes: The Experience of Vietnamese Primary Education |
|---|---|
| Language: | English |
| Authors: | Tran, Trung (ORCID |
| Source: | Education 3-13. 2020 48(5):580-596. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Slow Learners, Mathematics Instruction, Elementary School Students, Barriers, Individualized Instruction, Educational Environment, Foreign Countries, Cognitive Style, Learning Strategies, Student Characteristics, Family Environment, Student Needs, Cognitive Ability, Learning Problems, Elementary School Mathematics, Grade 4 |
| Geographic Terms: | Vietnam |
| DOI: | 10.1080/03004279.2019.1633375 |
| ISSN: | 0300-4279 |
| Abstract: | The issue of slow learners has remained a concern for educators due to the burdens on school systems and the social and academic consequences to the learners themselves. An understanding of learning behaviours and cognitive characteristics of slow learners together with their social and educational environment facilitates appropriate intervention strategies. 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 slow-learning students, which highlights the need for individualised support and tailored teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1257535 |
| Database: | ERIC |
| Abstract: | The issue of slow learners has remained a concern for educators due to the burdens on school systems and the social and academic consequences to the learners themselves. An understanding of learning behaviours and cognitive characteristics of slow learners together with their social and educational environment facilitates appropriate intervention strategies. 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 slow-learning students, which highlights the need for individualised support and tailored teaching. |
|---|---|
| ISSN: | 0300-4279 |
| DOI: | 10.1080/03004279.2019.1633375 |
