Islom Yusupov

A case study of an after-school teacher-led small-group mathematics intervention program for students in a bilingual Vietnamese primary school.

Introduction

A case study of an after-school teacher-led small-group mathematics intervention program for students in a bilingual vietnamese primary school.. Evaluate an after-school math intervention for Vietnamese primary students with learning difficulties. Case study shows significant academic gains & effective teacher-led strategies.

Abstract

This case study evaluated the effectiveness of an after-school mathematics intervention program for students with mathematical learning difficulties (MLD) in a Vietnamese bilingual primary school, examining both academic performance and self-confidence outcomes over twelve weeks. Using a mixed-methods approach, the study collected data through classroom observations, semi-structured interviews with teachers and a school psychologist, and an analysis of standardized test scores. The intervention group consisted of seven primary-level mixed-ability learners. The findings demonstrated significant improvement in academic performance across all participants, with knowledge gains ranging from 25% to 50% over the twelve-week period. The teacher-directed methodology, while predominantly traditional, proved effective when combined with consistent error correction, mathematical dialogue, and regular parental communication. Notably, one student who switched to private tutoring showed the highest improvement (75%), suggesting the potential benefits of one-on-one instruction. The study's most interesting implication lies in its revelation that while teacher-directed methods can be effective for MLD students, there remains significant untapped potential in incorporating more interactive, student-centered approaches and manipulatives. This suggests that traditional intervention methods could be enhanced by integrating more dynamic teaching strategies, particularly given the timing of after-school sessions when students are typically fatigued.

Review

This case study presents a valuable initial exploration into an after-school mathematics intervention program for students with mathematical learning difficulties (MLD) in a Vietnamese bilingual primary school. The study commendably employed a mixed-methods approach, utilizing observations, interviews, and standardized test scores over a twelve-week period, to evaluate both academic performance and self-confidence. The findings demonstrate significant academic improvements, with knowledge gains ranging from 25% to 50%, highlighting the potential efficacy of consistent teacher-directed instruction, coupled with error correction, mathematical dialogue, and parental communication. The observation regarding one student's substantial improvement with private tutoring is particularly insightful, suggesting the potential for individualized instruction within such contexts. However, several aspects warrant closer scrutiny. The small sample size of seven mixed-ability learners, while typical for a case study, significantly limits the generalizability of the findings and makes it challenging to draw definitive conclusions about the program's effectiveness for a broader MLD population. Furthermore, while the abstract mentions evaluating self-confidence outcomes, the provided findings primarily detail academic gains, leaving the impact on student confidence less clearly articulated. The assertion that a "predominantly traditional" teacher-directed methodology "proved effective" is then immediately tempered by the suggestion of "significant untapped potential in incorporating more interactive, student-centered approaches and manipulatives." This raises questions about the optimal balance and whether the observed improvements were *because* of or *despite* the traditional approach, especially given the acknowledged issue of student fatigue in after-school sessions. To enhance the rigor and impact of future research, several recommendations emerge. Subsequent studies should aim for larger, more homogenous samples of MLD students to bolster the statistical power and generalizability of findings. A more detailed exploration of the specific components of "mathematical dialogue" and how they integrate into a "traditional" framework would be beneficial. Moreover, a dedicated focus on measuring and analyzing changes in student self-confidence, perhaps through pre- and post-intervention self-report measures, would provide a more complete picture of the intervention's holistic effects. Finally, comparative studies that explicitly test the integration of interactive, student-centered approaches and manipulatives against traditional methods in similar contexts would offer critical insights into optimizing interventions for MLD students in bilingual settings.

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