Students on the specialized informatics track (Vietnamese: chuyên Tin) in Vietnam can memorize and reproduce classical algorithms but frequently fail to recognize which algorithm should be applied to a novel problem. The gap between declarative algorithmic knowledge and the ability for contextual deployment has been widely documented in cognitive science (Chi, Feltovich, Davies, 1990) but has not been addressed by any existing competitive-programming training curriculum. This paper proposes the Spine-Cluster architecture: a linear spine describing the development of cognitive skills combined with clusters of problem variants for each algorithmic concept. The architecture shifts the axis of organization from algorithmic content to algorithm-selection skill (in Davies's terminology), integrating interleaving, scaffolding fading, and mastery tracking. We describe the system design, an AI-mediated tutor built on Gemini, a simulation experiment executed to validate the correctness of the dispatch policy, and a validation plan targeting specialised-informatics students.
That Le (Tue,) studied this question.
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