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

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.