A Systematic Literature Review on Slow Learners’ Problem-Solving in Mathematics Education

Slow learners in solving mathematical problems have limited information processing speed and short attention spans. This often makes it difficult for them to follow the problem-solving process properly. However, developing problem-solving skills is very important for slow learners because it helps them understand mathematical concepts better, which is useful in everyday life and in overcoming future challenges. Therefore, conducting a systematic review of existing articles is essential to identify deficiencies in mathematics learning, especially in problem-solving for slow learners. A Systematic Literature Review (SLR) was conducted to identify key factors influencing problem-solving in mathematics learning for slow learners. The search process used Harzing's Publish or Perish software to retrieve relevant articles from the Scopus and Google Scholar databases for 2014–2024 using the keywords: "slow learner," "problem-solving," and "mathematics." After a systematic screening process, 18 articles met the inclusion criteria for review. This study followed a qualitative content analysis approach to synthesize data and identify emerging themes in problem-solving for slow learners. The results showed that slow learners require comprehensive and adaptive learning approaches, such as constructivist models, Polya's problem-solving framework, scaffolding, and technology-based and culturally relevant media integration, supported by trained teachers and inclusive learning environments. These strategies can enhance their motivation, understanding, and skills in effective mathematical problem-solving. This article also analyzes the main shortcomings and limitations in recent research focusing on mathematical problem-solving for slow learners.