Designing a Classification Toolkit for Mathematically-Deficient 4th Grade Students: A Case Study in Vietnam

Abstract

Abstract: The theory of educating slow-learning students has pointed out that, the first and most important step in this study is to identify and categorize the slow learners. In order for this study to be carried out effectively, a feasible and scientific procedure which complies the teachers’ ability with educational environment in different schools is highly required (Brennan, W. Kyran (1974)), (Reddy and Ramar (2006)),  (Vu, Q. Chung, Dao, T. Lai, Do, T. Dat, Tran, N. Lan, Nguyen, Q. Hung and Le, N. Son (2005)). The following study will examine some studies of categorizing slow-learning students, as well as suggesting a method of categorizing 4th-grade students who perform poorly in mathematics via the assessing mathematical ability toolkit. To develop the assessing mathematical ability toolkit to categorize slow-learning 4thgrade students, we have focused on some of the following tasks: (i) Determining the criteria for creating sets of exercises, (ii) Assessing the reliability and validity of the toolkit, and (iii) Choosing the conditions for categorizing slow-learning students.