Review article
https://doi.org/10.31299/hrri.61.2.10
Challenges and strategies for supporting slow learners in mathematics: a systematic review
Attin Warmi
; Universitas Negeri Semarang, Gunung pati, Semarang 50229, Central Java, Indonesia
*
Zaenuri Zaenuri
; Universitas Negeri Semarang, Gunung pati, Semarang 50229, Central Java, Indonesia
Isnarto Isnarto
; Universitas Negeri Semarang, Gunung pati, Semarang 50229, Central Java, Indonesia
Putriaji Hendikawati
; Universitas Negeri Semarang, Gunung pati, Semarang 50229, Central Java, Indonesia
* Corresponding author.
Abstract
This research paper presents a comprehensive and systematic review of the literature on slow learners in the context of mathematics education, with a particular focus on studies published between 2013 and 2023. The growing prevalence of learning disabilities, particularly in mathematics, underscores the necessity for targeted educational strategies for students diagnosed with mathematics learning disabilities, which are estimated to affect 4-10% of students. The term “slow learner” is used to describe students with a below-average intelligence quotient (i.e., 70-90 IQ), who experience difficulties in tasks that require abstract thinking, conceptualisation, and symbolic processing. These students often display challenges in maintaining attention, working memory, and motivation. Notwithstanding their difficulties, slow learners frequently fail to receive the specialised support that is necessary to address their educational needs. The study identifies and analyses the key themes and participant characteristics present in research on slow learners in mathematics. The literature review revealed that the majority of studies focus on elementary school students, which is reflective of the early onset of mathematical learning difficulties. Furthermore, the analysis indicates a notable emphasis on the identification and characteristics of slow learners, as well as the strategies employed to enhance their mathematical competencies. It is noteworthy that strategies for teaching slow learners are extensively explored, including differentiated instruction and personalised learning approaches, which are critical for addressing the unique challenges these students face. The findings of this review underscore the need for more research and educational interventions tailored to slow learners in mathematics. By systematically analysing studies over the last decade, this paper provides valuable insights into the characteristics, task types, and thematic focus of research on slow learners, offering a foundation for future studies aimed at improving educational outcomes for this vulnerable student population.
Keywords
Hrčak ID:
341861
URI
Publication date:
26.12.2025.
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