This article focuses on students with math problems, who are intelligently capable but still do bad in math due to inappropriate learning habbit, neglect of concentration, opposition to school or teacher, etc. The practical identification standard for them is a significant lag in standard math education request. Such students are very common within grade one in junior highs, because polarization tends to happen in such an early stage of adapting for a new period of math study. This article will discuss about grade one junior school students with math problems, in terms of their cognitive patterms, cause of the problem and education stradegy accordingly.
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