Abstract
This article reports the results of a national survey of mathematics achievement at the end of primary school in Vietnam. A sample of more than 72000 students were assessed from 61 provinces. The items were matched to the Vietnam Mathematics curriculum for Year 5 students. Using a skills audit of the items, a variable of Vietnamese mathematics development was defined following an item response analysis of the data. Findings reveal that the levels of mathematics achievement were relatively high and that the mathematics curriculum was closely aligned with international trends in mathematics for primary school. There were some areas of concern in that lower achievement levels were persistently aligned with low socio economic groups and these were typically located in three regions of Vietnam, heavily populated by ethnic sub-groups.
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The views expressed in this paper are those of the authors and do not claim to represent the views of the Vietnamese Government in any way. The article is based on a World Bank project (in Vietnam) on achievement at the end of primary school.
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Griffin, P. Mathematics achievement of vietnamese grade 5 pupils. Asia Pacific Educ. Rev. 8, 233–249 (2007). https://doi.org/10.1007/BF03029259
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DOI: https://doi.org/10.1007/BF03029259