EFFORT TO OVERCOME DIFFICULTIES IN LEARNING MATH THROUGH INDIVIDUAL GUIDANCE FOR ELEMENTARY SCHOOLD STUDENTS

Abstract

This article discusses a case study of a fifth grade student identified by the initial A and an in depth literature review regarding the suspected causes of learning difficulties and possible solutions through individual guidance. The data were obtained through classroom observations and interviews with the homeroom teacher. The findings indicate that A experiences difficulties in following multiplication and division lessons, is easily distracted by surrounding activities, sometimes fails to complete assignments, and requires considerable time to answer mathematics questions. According to the teacher, A can follow several other subjects more effectively, suggesting that the reported difficulties are more apparent in mathematics learning. The literature review suggests that these difficulties may be associated with inconsistent attention and engagement during learning activities, as well as a possible lack of mastery of multiplication and division concepts. These factors may influence A’s ability to understand mathematical material, complete assignments, and respond to questions confidently and efficiently. Based on the identified problems, individual guidance using concrete learning media and gradual exercises is proposed as a relevant approach to support A’s learning process. Concrete media can help make abstract mathematical concepts easier to understand, while gradual exercises can provide opportunities for repeated practice and improved mastery of basic operations. In addition, collaboration between teachers and school counseling staff may support the implementation of short structured exercises, concrete learning materials, positive feedback, and regular progress monitoring. These strategies are proposed as supporting actions rather than confirmed interventions. This article integrates classroom observation findings, the teacher’s perspective, and individual guidance plans within a case description while clearly distinguishing existing evidence from proposed educational actions. The discussion is expected to provide useful insights for addressing mathematics learning difficulties among elementary school students.