Relevant bibliographies by topics / Mathematical Olympiads

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Academic literature on the topic 'Mathematical Olympiads'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Mathematical Olympiads"

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Platonova, O. A. "History of Mathematical Olympiads." World of Transport and Transportation 18, no. 5 (February 13, 2021): 172–89. http://dx.doi.org/10.30932/1992-3252-2020-18-172-189.

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Any Olympiad is one of the most significant forms of development of human cognitive activity. Mathematical Olympiads for schoolchildren have been held in our country for several decades. Such a «long life» of the Olympiad movement speaks of importance of this form. The article discusses the main stages of formation and development of mathematical Olympiads. A brief overview of emergence of the olympic movement in Russia and other countries is given. A special place is given to the experience of holding such Olympiads within the walls of Russian University of Transport, where mathematical Olympiads have been held since 2000. Therefore, the current year can be considered an anniversary year. The article presents some forms of work with schoolchildren that preceded the emergence of mathematical Olympiads within the University. The importance of such work, which is aimed at developing interest in engineering education and a deeper study of mathematics, is discussed.
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Panisheva, Olga Viktorovna, and Anatolii Vladimirovich Loginov. "Open olympiad as a means of mathematical enlightenment of school students." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2019): 110–19. http://dx.doi.org/10.51314/2073-2635-2019-1-110-119.

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Mathematical Olympiad movement plays an important role in the development of mathematics, enhancing the prestige of education in the international arena, as well as in shaping the student’s personality, fostering a desire to achieve high results, determination, readiness for long-term work. The question of classical mathematical olympiads is well described in literature, but non-standard forms of intellectual competitions in mathematics, which include open olympiads, are practically not considered.The article provides a historical overview of the open olympiads appearance and development, describes the characteristics that make it possible to classify the olympiad to an open type, justifies the use of open olympiads as a means of mathematical enlightenment for students, discusses the competition period of the olympiad and the approaches to the choice of themes for the open organized olympiad.The paper provides a comparative analysis of open and traditional mathematical competitions according to different criteria. The goals and objectives of both types of olympiads as well as the requirements that are put forward to the formulation of tasks for open olympiads are described. Special attention is paid to the issue of preserving the health of schoolchildren participating in the olympiad, the interdisciplinary nature of the tasks, and possible informative blocks of open mathematical olympiads are described.The article describes the organizing experience of an open competition dedicated to N. I. Lobachevsky, gives examples of original authors’ assignments, describes a mechanism for checking students’ works, describes the possible difficulties that are missing when testing regular olympiads, but occurring in open type olympiad works. The analysis of the pedagogical and psychological results is given, the development of general educational skills of students participating in the open olympiad is described, conclusions on the prospects of using the open type olympiads for mathematical education of schoolchildren are made.
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Keldibekova, Aida O. "The mathematical competence of Olympiad participants as an indicator of the quality of mathematical training level." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 169–87. http://dx.doi.org/10.32744/pse.2021.3.12.

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Introduction. The relevance of the research on the formation and assessment of the level of development of competencies in the mathematical educational field is due to the fact that the subject competence of the participant of the Olympiad predetermines his victory in the competition. And the Mathematical Olympiad, as a form of education, has potential not only for the formation, development, but also for determining the level of mathematical competence of its participants. The research problem is to justify the didactic potential of the mathematical Olympiad as a tool for determining the level of mathematical competence of school students. Aim of the study: to theoretically substantiate, develop and specify the content, indicators of mathematical competence of mathematical Olympiad participants Methodology and research methods. The methodological basis of the study is determined by: the activity and competence-based approaches to teaching; a retrospective analysis of psychological and pedagogical studies affecting the formation and development of key and subject competencies of schoolchildren; an analysis of the content of mathematical Olympiads; an analysis of the results of Kyrgyz Republic schoolchildren in international mathematical Olympiads; the study and generalization of the experience of juries of Olympiads. Results. The subject Olympiad forms a competence-based educational environment in which the levels of formation of key and subject competencies of its participants are most fully displayed. The competence-based approach to training in the Olympiad environment is characterized by the formulation of objectives from the point of view of the activity approach to the formed competence. Subject competence is leading in determining the quality of the student’s Olympiad activity. The mathematical Olympiad is one of the effective forms of both the formation and development, and the determination of the level of mathematical competence of its participants. The introduction of presented system for preparing schoolchildren for mathematical Olympiads, using model’s formation of mathematical, informational competencies in the experimental group, led to an increase in students' knowledge of the theory and practice of solving Olympiad problems in mathematics by 12,95%; the qualitative indicator of knowledge of the school curriculum in mathematics increased by 15,25%. The index of absolute indicators in the experimental groups in the theory of Olympiad mathematics was 53,12%, in the methods of solving Olympiad problems – 55,38%. In control groups, these indicators were 41,23% and 42,36%, respectively. The qualitative indicator of exam results of schoolchildren of the Olympic reserve turned out to be 19% higher. The results of the questionnaire survey participants of the Olympiads confirm the expediency of using technology for the development of critical thinking, the project method of teaching, ICT in the process of preparing for the Olympiads, contributing to the emergence of motivation to study an extracurricular course in mathematics in 68% of students, 42% of students showed a desire to participate in the Olympiads. The results obtained confirm our conclusions that the development of the mathematical competence of the participants of the Olympiads is successfully realized only in a situation of continuous Olympiad activity.
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Келдибекова, Аида, Aida Keldibekova, Н. Селиванова, and N. Selivanova. "The Role and the Place of Geometry in the System of Mathematical School Olympiads." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 2 (June 6, 2019): 72–76. http://dx.doi.org/10.12737/article_5cf5188ea59b11.06698992.

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The purpose of this article is to determine the role and place of school geometry in the subject olympiad system. For this, the authors turn to the experience of Russia in organizing and conducting geometric olympiads for schoolchildren, exploring the specifics of the olympiads named after named I.F. Sharygin, named S.A. Anischenko, named A.P. Savina, Moscow and Iran olympiads. The objectives and themes of full-time, extramural, oral geometric olympiads are defined. It is revealed that the topics of topology, projective, affine, combinatorial sections of geometry constitute the content of olympiad geometry. The study showed that the tasks of the olympiad work on geometry checked mathematical skills to perform actions with geometric figures, coordinates and vectors; build and explore simple mathematical models; apply acquired knowledge and skills in practical activities. The conclusions are made about the need to include tasks of geometric content in the block of olympiad tasks for the development of spatial thinking of schoolchildren.
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Zubova, S. P., L. V. Lysogorova, N. G. Kochetova, and T. V. Fedorova. "Olympiad potential for identifying mathematical giftedness in elementary schoolers." SHS Web of Conferences 117 (2021): 02005. http://dx.doi.org/10.1051/shsconf/202111702005.

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The purpose of this article is to demonstrate the possibilities of identifying the mathematical giftedness in elementary schoolers with the help of Olympiad problems. For this, the authors clarify the concept of “mathematical giftedness”, show the relationship between the concepts of “mathematical giftedness” and “mathematical abilities”, and indicate the most significant abilities of elementary schoolers from the set of mathematical giftedness. The role of mathematical Olympiads in identifying mathematically gifted elementary schoolers is substantiated. This role consists in creating situations where the participants of the Olympiad are forced to make mental efforts to perform the following actions: analysis of a problem situation to identify essential relationships, modeling a new way of action to solve the proposed problem, combining available methods of action to apply in a new situation in limited time. The criteria for compiling Olympiad tasks for identifying mathematically gifted students are formulated, the most important of which is the clear focus of each task on demonstrating a mathematical ability of a certain type, as well as the selection of the mathematical content of the Olympiad problems strictly from the elementary course of mathematics. The problems of one Olympiad should be based on the content of different sections of the elementary mathematics course. The examples of the Olympiad problems based on the content of the elementary mathematics course are provided and the substantiation of their role in demonstrating the mathematical abilities of the Olympiad participant in solving them is given. The results of observing the educational achievements of students (during their entire stay at school) who showed mathematical abilities at the Olympiads are provided as well as the prospects and certain difficulties of further research on ways to solve the problem.
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Volpe, Betty J. "Teacher to Teacher: A Girls' Math Olympiad Team." Mathematics Teaching in the Middle School 4, no. 5 (February 1999): 290–93. http://dx.doi.org/10.5951/mtms.4.5.0290.

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IN 1991 I BEGAN TO COACH THE SIXTHgrade Math Olympiad Team in Candlewood Middle School, a public middle school for grades 6 through 8. The Mathematical Olympiads for Elementary and Middle Schools (MOEMS) is a nonprofit public foundation that provides opportunities for children through grade 6 to experience creative problem solving in a nonthreatening competitive setting throughout the school year. The Math Olympiads holds five olympiad contests, which are given at monthly intervals beginning in the middle of November. Thus, each school has about two and one-half months to get ready for the olympiads. Each olympiad contest contains five verbal problems, each with a time limit. Each team may have a maximum of thirty-five participants. When the olympiads conclude in the middle of March, about two and one-half months remain to discuss and review the olympiad problems and to introduce new topics.
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Sopuev, Ulanbek, and Aida Keldibekova. "Absolute Value of Number in Mathematical Olympiads Tasks." Profession-Oriented School 8, no. 1 (February 27, 2020): 44–50. http://dx.doi.org/10.12737/1998-0744-2020-44-50.

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The article focuses on the application of tasks containing a variable under the sign of the module in problems of mathematical olympiads. The results are obtained: the topics of the section are determined, on the basis of which the conditions for the olympiad problems of the republican olympiad are compiled, the goals and requirements for studying the absolute value in the olympiad program are determined, 5 main methods for solving equations with a module are identified: methods for sequentially opening modules, intervals, graphical, determining the dependencies between numbers a and b, their modules and squares, geometric interpretation of the module. In the course of the study, conclusions were drawn: due to the increasing complexity of the olympiad problems, there is a need to familiarize students with different methods for solving the olympiad tasks with a module in the system of additional education.
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Khujaboy Qizi, Sadullaeva Nodira. "Developing Of Thinking And Creative Approach Towards Different Kinds Of Situations With The Help Of Solving Problems Of Mathematical Olympiads." American Journal of Interdisciplinary Innovations and Research 02, no. 11 (November 28, 2020): 81–86. http://dx.doi.org/10.37547/tajiir/volume02issue11-16.

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The relevance of the article is due to insufficient knowledge of the problem of development of divergent thinking of student by means of the subject Olympiad. The meanings of the subject Olympiad of school students and the Olympiad movement of school students are explained. Also shown are approximate problems from real Olympiads with solutions.
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SOIFER, Alexander. "Minimizing Disagreements in the United Nations." Espacio Matematico 01, no. 02 (October 28, 2020): 100–103. http://dx.doi.org/10.48082/espmat-v01n02a20p03.

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I would like to present here an example of a bridge between problems of mathematics and problems of mathematical Olympiads. Graph Theory has been a fertile ground for extracting beautiful ideas that would work very well in the Olympiad-type competitions. The problem presented here served as problem 4 in the 27th Colorado Mathematical Olympiad that took place on April 23, 2010.
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Mačys, Juvencijus, and Jurgis Sušinskas. "On Lithuanian mathematical olympiads." Lietuvos matematikos rinkinys, no. 59 (December 20, 2018): 54–60. http://dx.doi.org/10.15388/lmr.b.2018.8.

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Some problems of Lithuanian school mathematical olympiad 2018 and Vilnius University mathematicalolympiad 2018 are considered. Different methods of solution are compared. Some usefulcommon advices for solving mathematical problems are given.
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Dissertations / Theses on the topic "Mathematical Olympiads"

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Domoshnitsky, Alexander, and Roman Yavich. "Internet Mathematical Olympiads." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79663.

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Modern Internet technologies open new possibilities in a wide spectrum of traditional methods, used in mathematical education. One of the areas, where these technologies can be efficiently used, is an organization of mathematical competitions. Contestants can stay in their schools or universities in different cities and even different countries and try to solve as many mathematical problems as possible and then submit their solutions to organizers through the Internet. Simple Internet technologies supply audio and video connection between participants and organizers in a time of the competitions.
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Lisi, Eliene Cristine Izu Nakamura. "Olimpíadas de Matemática sua importância na divulgação e aprendizagem da Matemática. Uma experiência de análise, diagnóstico e intervenção didático pedagógica." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/155890.

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Submitted by Eliene Cristine Izu Nakamura Lisi (eliene82@gmail.com) on 2018-09-03T23:18:05Z No. of bitstreams: 1 Dissertação_ElieneLisi_final_alt_v6.pdf: 3059082 bytes, checksum: 70a2fedc2ca099f59d5e4d66d54bb196 (MD5)
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As Olimpíadas de Matemática, nos moldes atuais, são disputadas desde 1894. A primeira olimpíada ocorreu na Romênia. Com o passar dos anos, competições semelhantes se espalharam pelo mundo. Em 1959 foi realizada a primeira Olimpíada Internacional de Matemática, esta competição se expandiu gradualmente para mais de 100 países. Em 1979, a Sociedade Brasileira de Matemática (SBM) organizou a 1ª Olimpíada Brasileira de Matemática (OBM), que durante esses anos passou por diversas mudanças. Este trabalho tem o objetivo de mostrar como as olimpíadas de matemática podem ser utilizadas como fonte de divulgação e estímulo para o ensino e a aprendizagem da matemática, além de desenvolver e aperfeiçoar a capacitação de professores e também como fonte de dados para a melhoria do ensino e aprendizado. Foi realizada uma descrição das principais competições de matemática que tiveram como participantes alunos de uma escola da cidade de Bauru-SP, com destaque para o HMMT (The Harvard-MIT Mathematics Tournament), bem como quais foram as ferramentas utilizadas na preparação desses alunos, além de uma análise de dados visando uma intervenção didático pedagógica. Por fim são apresentadas questões de olimpíadas de matemática que têm em suas soluções a utilização de conteúdos abordados nas diversas disciplinas do PROFMAT.
The Mathematical Olympiads of the present day have been disputed since 1894. The first Olympiad was played in Romania. Over the years, similar competitions have spread throughout the world. In 1959, the first International Mathematical Olympiad was held, this competition gradually expanded to more than 100 countries. In 1979, the Brazilian Mathematical Society (SBM) organized the 1st Brazilian Mathematical Olympiad (OBM), which during these years underwent several changes. This paper aims to show how mathematical olympiads can be used as a stimulus for teaching and learning mathematics, as well as to develop and improve teacher training and also as a data source for improving teaching and learning. A description of the main math competitions was carried out, which included students from a school in the city of Bauru, SP, highlighting the HMMT (The Harvard-MIT Mathematics Tournament) and which tools were used to prepare the students as well as the analysis of data for pedagogical didactic intervention. Finally, questions are dealt with in Mathematical Olympiads, with resolution through contents of the PROFMAT disciplines.
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Souza, Neto João Alves de. "Olimpíadas de matemática e aliança entre o campo científico e o campo político." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2644.

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This paper aims to discuss the mathematical Olympiads in terms of Bourdieu's theory, seeking demonstrate valorization strategies and adoption of the field of mathematics linked to social practices related to OBMEP. The concepts of field and symbolic capital were used for analysis of research papers in order to understand the mathematical Olympiads as a strategy for appreciate mathematical fields as well as a kind of normative evaluation. This paper promotes a discussion about the alleged role of social inclusion attributed to these competitions. The research is a qualitative approach and involved the preparation of a history of the Mathematical Olympiads, literature research and document analysis. Bourdieu's theory may us understand that the field of mathematics has sufficient capital to reward and recruit talent while it naturalizes, through this process, the ideology of the gift and the inculcation of a cultural arbitrary on the technological and scientific development, which is linked to factors and interests of the economic field. This critical view for the Olympiads can contribute to the expansion of studies in the field of mathematics education in relation to school evaluation and the symbolic value of mathematics, looking this as a kind of symbolic mechanism of domination, valorization and conservation of the field of mathematics. Then OBMEP can be understood as the manifestation of an alliance between the scientifical and political field, which simultaneously establishes the mathematical culture and corroborates the economic interests.
Este trabalho tem como objetivo discutir as olimpíadas de matemática do ponto de vista da teoria de Bourdieu, buscando evidenciar estratégias de valorização e de consagração do campo da matemática atreladas às práticas sociais relacionadas com a OBMEP. Os conceitos de campo e de capital simbólico foram utilizados para análise dos documentos de pesquisa de maneira a compreender as olimpíadas de matemática como uma estratégia de valorização do campo da matemática e como um tipo de avaliação normativa. Procuramos promover uma discussão em torno do suposto papel de inclusão social atribuído a estas competições. A pesquisa é de abordagem qualitativa e envolveu a elaboração de um histórico das olímpiadas de matemática, pesquisa bibliográfica e análise documental. A teoria de Bourdieu permite entender que o campo da matemática possui capital suficiente para premiar e recrutar talentos ao mesmo tempo em que naturaliza, mediante este processo, a ideologia do dom e a inculcação de um arbitrário cultural relativo ao desenvolvimento tecnológico e científico, o qual está atrelado a fatores e interesses próprios do campo econômico. Este olhar crítico às olimpíadas pode contribuir com uma ampliação dos estudos na área de Educação Matemática no que diz respeito à avaliação escolar e ao valor simbólico da matemática, compreendendo esse simbólico como um tipo de mecanismo de dominação, valorização e conservação do campo da matemática. A OBMEP pode ser entendida, assim, como a manifestação de uma aliança entre o campo da matemática e o campo político, pois ao mesmo tempo em que consagra a cultura matemática, também corrobora com interesses próprios do campo econômico.
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Domoshnitsky, Alexander, and Roman Yavich. "Mathematical Competitions for University Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79653.

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We present several possible forms of mathematical competitions for University students. One of them is Blitz Mathematical Olympiad. It is a team competition, when all teams receive the same problem and are allotted 10-15 minutes to come up with a solution. This cycle is repeated 6-8 times with different problems. Modern Internet technologies allow us to organize Blitz Mathematical Olympiads for the teams which are in different cities and even countries.
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Stones, Rebecca Anne. "South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78379.

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The purpose of this study is to examine whether Olympiad participation can develop problem-solving skills in mathematically-gifted learners from disadvantaged schools. My methodological approach was QUAN→Qual, using a quasi-experimental design with a non-equivalent comparison group. I chose two schools from the same disadvantaged area, and identified the top 50 Grade 7 learners in each school by mathematics marks. The study consisted of a pre-test, three mathematics sessions and a post-test. The Study Orientation in Mathematics Questionnaire (SOM) (Maree, Prinsloo, & Claassen, 2011) was used as the pre- and post-test, and a focus group explored the learners’ experience of the SOM. In the mathematics sessions, the intervention group worked through past papers of the SA Mathematics Challenge (South African Mathematics Foundation, 2018), and the alternative intervention group completed worksheets from a Department of Basic Education workbook. My study revealed a positive relationship between success in traditional Mathematics and Study Attitude, Study Habits and overall Study Orientation, and an interaction between disadvantage and success in Mathematics. Participants were less disadvantaged than their surroundings would indicate, and had higher Mathematics anxiety than expected for their achievement level. The intervention did not increase problem-solving behaviour and both the quantitative and qualitative findings showed that the participants found the Olympiad type questions unfamiliar and difficult. This unfamiliarity is indicative of the limited enrichment opportunities for mathematically-gifted learners in disadvantaged areas of South Africa. Greater experience of Mathematics Olympiads is suggested to help mathematically-gifted disadvantaged learners live up to their problem-solving potential.
Dissertation (MEd)--University of Pretoria, 2020.
Educational Psychology
MEd (LSGC)
Unrestricted
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Shields, Carol Hagler. "A study of the achievement and attitudinal effects of the mathematical olympiad for elementary schools." Thesis, Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/52075.

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The effects of participation of fifth grade students in the Mathematical Olympiad for Elementary Schools were investigated. Fifth grade subjects at one school who participated in the Mathematical Olympiad for Elementary Schools were compared with non-participants in routine and non-routine mathematics problem-solving achievement, non-routine problem-solving process levels, and attitudes towards mathematics. Results indicated that participation positively affected the participants’ non-routine problem-solving process levels but no uniform results were found on the other factors. The importance of appropriate non-routine mathematics problem-solving tests was indicated as a future source of study. A description of the investigation, instruments and results is included.
Master of Arts
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Daniel, Coralie, and n/a. "The identification of mathematical ability and of factors significant in its nurture." University of Otago. Department of Mathematics & Statistics, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070212.105323.

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This thesis reports data gathered through case studies of ten of the students who took part in a survey of secondary school students who had been invited to camps at which the New Zealand teams were chosen for the International Mathematical Olympiad (IMO) in the first five years of this country�s participation in the IMO. The case studies data gave individuals� narratives that were captivating yet complex, unique yet universal, clear yet not easily described all of apiece. I read widely in response to the information they offered and found that reflection and a narrative style of presentation assisted the grasping of nuances and implications of the students� narratives. Few of the parents of the students were particularly competent in mathematics or able to account for their child�s curiosity, concentration and skills in pursuing a fascination with number. In most of the families, all members were encouraged to follow their own inclinations and interests, to respect the maintenance of a balance of cultural and physical activities, to regard books and play as normal life supports, and to believe that discovery, enchantment and pleasure were both goals and accomplishments of everyday life. Most of the students experienced less encouragement at school than they might have expected, and unpleasant experiences could be linked with a teacher�s apparent lack of appreciation of a student�s mathematical ability. Both the case studies and the initial survey suggested that most teachers, at any level of formal education, were doing all they were capable of doing in mathematics, and that the students responded to opportunities to self-select subjects and topics that interested them and to the help and company offered by mentors and peers who had flair and competence in appropriate subject areas. Few of the case studies students were motivated by strategies dependent on a high level of competition or a 'sorting' of that offered in formal education (through attitudes and practical organisation such as timetabling) into either Arts or Science subjects. Most were attracted to the study of languages and/or philosophy and some to that of computer science. Most showed interest and some prowess in individual cultural and physical activities requiring perseverance. Largely, they were motivated by finding fresh or novel ways of integrating diverse knowledge, and by associating with peers. They enjoyed and valued self-awareness, intellectual independence, chances to empathise with ideas and people, and tasks that were in harmony with the dictates of their own volition. Evidence of differences among the case studies students - even though they had all been identified as very able in mathematics - led me to Vadim Krutetskii�s theories of the components of mathematical ability and their functioning and thus to new views, first, of the interplay between aptitude and languages of perception, inner comprehension and outer expression and, second, of the relationships between giftedness and other attributes of human abilities and endeavours. These appreciations suggested that the models of education and support commonly exhibited in the case studies students� families and in the environments of their extra-school activities had been more encouraging of their gifts, talents and personal growth than those often exhibited in the schools they attended.
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Filho, Ciro Nogueira. "A Coluna OlimpÃada de MatemÃtica do Jornal âO Povoâ (1987-1996): entre documentos e narrativas." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18361.

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Esta pesquisa aborda discussÃes sobre a aÃÃo educacional subjacente a Coluna OlimpÃada de MatemÃtica publicada, semanalmente, no Jornal O Povo, na cidade de Fortaleza, no interstÃcio entre 1987 e 1996, na nova fase polÃtica da sociedade brasileira, destacado pela histÃria como Nova RepÃblica. Seus autores sÃo os professores Guilherme Lincoln Aguiar Ellery, JoÃo Marques Pereira, Marcondes Cavalcante FranÃa e Raimundo Thompson GonÃalves (in memorian), todos do Departamento de MatemÃtica, da Universidade Federal do CearÃ. Este tema insere-se na extensa Ãrea de pesquisa da histÃria e memÃria das disciplinas escolares, com destaque para a MatemÃtica no nÃvel do Ensino MÃdio. O objetivo geral da pesquisa constituiu-se em elaborar uma narrativa histÃrica compreensiva da Coluna OlimpÃada de MatemÃtica, identificando-a como uma aÃÃo educacional de divulgaÃÃo e preservaÃÃo do saber, destacando sua forma de inserÃÃo no contexto pedagÃgico do ensino de 1 e 2 graus de sua Ãpoca, hoje Ensino Fundamental e MÃdio, e analisando como de forma contÃnua, ininterrupta e longeva, esta conseguiu apresentar à comunidade uma visÃo holÃstica e interdisciplinar do estudo e ensino da MatemÃtica, como disciplina escolar. Neste sentido, buscou-se uma compreensÃo da trajetÃria daquela coluna publicada no citado jornal por via de um olhar crÃtico sobre a sistematizaÃÃo do conhecimento matemÃtico por ela divulgado, em uma perspectiva republicana, sobre como se chegou ao contexto pedagÃgico do ensino da MatemÃtica no nÃvel secundÃrio, no qual esteve inserida, de uma descriÃÃo analÃtica de seu conteÃdo, e da descoberta, a partir da captaÃÃo de uma percepÃÃo de seus autores, de indÃcios que possam esclarecer sua gÃnese, continuidade, ininterruptabilidade e longevidade.
This paper addresses a discussion regarding the underlying educational measure from the Mathematics Olympiad Newspaper Column, published weekly in the O Povo Newspaper from the City of Fortaleza, from 1987 to 1996, during Brazilian societyâs new political phase highlighted in Brazilâs history as the New Republic. The authors are professors Guilherme Lincoln Aguiar Ellery, JoÃo Marques Pereira, Marcondes Cavalcante FranÃa and Raimundo Thompson GonÃalves (in memoriam), all from the Mathematics Department of the Federal University of CearÃ. This theme is part of a broad area of research into the history and memory of different school disciplines, especially for secondary school level Mathematics. The general goal of this research is to trace a comprehensive historical narrative of the Mathematical Olympiad Column, identifying the newspaper column as an educational measure to disseminate and preserve knowledge, highlighting its key role in the pedagogical context of primary and secondary school levels at the time. As a secondary goal, the analysis of how the newspaper column was capable of presenting to society, in a continuous, uninterrupted and long lasting manner, a holistic and interdisciplinary vision of the study and teaching of Mathematics as a school subject. In this sense, this paper seeks to understand the trajectory of the newspaper column by means of a critical outlook regarding the way the column systematized mathematical knowledge, from a republican perspective. The central idea is to deepen our understanding of how the authors were able to approach the pedagogical context of teaching Mathematics at the secondary school level, through an analytical description of the content and discovery, stemming from the authors` perception as well as clues that may shed some light regarding its genesis, continuity, uninterrupted nature and longevity.
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Nogueira, Filho Ciro. "A Coluna Olimpíada de Matemática do Jornal O Povo (1987-1996): entre documentos e narrativas." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/21470.

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Nogueira Filho, Ciro. A Coluna Olimpíada de Matemática do Jornal O Povo (1987-1996): entre documentos e narrativas. 2016. 207f . Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016.
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This paper addresses a discussion regarding the underlying educational measure from the Mathematics Olympiad Newspaper Column, published weekly in the O Povo Newspaper from the City of Fortaleza, from 1987 to 1996, during Brazilian society’s new political phase highlighted in Brazil’s history as the New Republic. The authors are professors Guilherme Lincoln Aguiar Ellery, João Marques Pereira, Marcondes Cavalcante França and Raimundo Thompson Gonçalves (in memoriam), all from the Mathematics Department of the Federal University of Ceará. This theme is part of a broad area of research into the history and memory of different school disciplines, especially for secondary school level Mathematics. The general goal of this research is to trace a comprehensive historical narrative of the Mathematical Olympiad Column, identifying the newspaper column as an educational measure to disseminate and preserve knowledge, highlighting its key role in the pedagogical context of primary and secondary school levels at the time. As a secondary goal, the analysis of how the newspaper column was capable of presenting to society, in a continuous, uninterrupted and long lasting manner, a holistic and interdisciplinary vision of the study and teaching of Mathematics as a school subject. In this sense, this paper seeks to understand the trajectory of the newspaper column by means of a critical outlook regarding the way the column systematized mathematical knowledge, from a republican perspective. The central idea is to deepen our understanding of how the authors were able to approach the pedagogical context of teaching Mathematics at the secondary school level, through an analytical description of the content and discovery, stemming from the authors` perception as well as clues that may shed some light regarding its genesis, continuity, uninterrupted nature and longevity
Esta pesquisa aborda discussões sobre a ação educacional subjacente a Coluna Olimpíada de Matemática publicada, semanalmente, no Jornal O Povo, na cidade de Fortaleza, no interstício entre 1987 e 1996, na nova fase política da sociedade brasileira, destacado pela história como Nova República. Seus autores são os professores Guilherme Lincoln Aguiar Ellery, João Marques Pereira, Marcondes Cavalcante França e Raimundo Thompson Gonçalves (in memorian), todos do Departamento de Matemática, da Universidade Federal do Ceará. Este tema insere-se na extensa área de pesquisa da história e memória das disciplinas escolares, com destaque para a Matemática no nível do Ensino Médio. O objetivo geral da pesquisa constituiu-se em elaborar uma narrativa histórica compreensiva da Coluna Olimpíada de Matemática, identificando-a como uma ação educacional de divulgação e preservação do saber, destacando sua forma de inserção no contexto pedagógico do ensino de 1º e 2º graus de sua época, hoje Ensino Fundamental e Médio, e analisando como de forma contínua, ininterrupta e longeva, esta conseguiu apresentar à comunidade uma visão holística e interdisciplinar do estudo e ensino da Matemática, como disciplina escolar. Neste sentido, buscou-se uma compreensão da trajetória daquela coluna publicada no citado jornal por via de um olhar crítico sobre a sistematização do conhecimento matemático por ela divulgado, em uma perspectiva republicana, sobre como se chegou ao contexto pedagógico do ensino da Matemática no nível secundário, no qual esteve inserida, de uma descrição analítica de seu conteúdo, e da descoberta, a partir da captação de uma percepção de seus autores, de indícios que possam esclarecer sua gênese, continuidade, ininterruptabilidade e longevidade.
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Maciel, Marcos Vinicius Milan. "GEMaTh : a criação de um grupo de estudos segundo fundamentos da Educação Matemática crítica : uma proposta de educação inclusiva." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/14729.

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O objetivo deste trabalho foi organizar e desenvolver um conjunto de atividades extracurriculares com um grupo de alunos de uma escola pública federal de Educação Básica interessados em aprofundar seus conhecimentos em Matemática. Tais atividades foram elaboradas com base em questões propostas nas provas da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP) e de acordo com alguns dos Fundamentos Filosóficos da Educação Matemática Crítica de Ole Skovsmose. A consolidação dessas atividades, a partir da criação de um espaço institucional denominado Grupo de Estudos Professor Malba Tahan (GEMaTh), possibilitou que esse grupo de alunos pudesse ser reconhecido pela comunidade escolar. Nesse sentido, a valorização da característica comum associada a esses alunos – o interesse pelo estudo da Matemática – enquadra-se numa concepção de Educação Inclusiva, a qual defende o direito à diferença. A relevância das atividades realizadas com os alunos do GEMaTh é justificada a partir da hipótese de que, no futuro, esses alunos poderão compor e qualificar os quadros, acadêmicos e profissionais, de natureza técnico-científica, que são fundamentais ao desenvolvimento econômico e social de nosso país.
The present work aims to organize and develop a set of extracurricular activities with a group of students from a federal public school who are interested in improving their Mathematical skills. These activities have been based on questions offered in the Public Schools Mathematical Olympiad (PSMO) and are in accordance with some of the philosophical fundaments of Ole Skovsmose´s Critical Mathematics Education. The consolidation of these activities – started with the creation of an institutional area entitled Professor Malba Tahan´s Study Group (GEMaTh) – enabled the recognition of these students in the scholarly community. Therefore, the value of the common characteristic connected to these students – their interest in the study of mathematics – is linked to an inclusive educational conception, which supports the right to difference. The relevance of the activities done with the students from GEMaTh is justified from the hypothesis that they will further constitute and qualify the technical-scientific academic and professional staffs which are essential to our country’s social-economic development.
El objetivo de este trabajo fue organizar y desarrollar un conjunto de actividades extracurriculares con un grupo de alumnos de una escuela pública federal de Educación Básica interesados en profundizar sus conocimientos en Matemáticas. Tales actividades fueron elaboradas con base en cuestiones propuestas en las pruebas de la Olimpíada Brasileira das Escolas Públicas (OBMEP) y de acuerdo con algunos de los Fundamentos Filosóficos de la Educación Matemática Crítica de Ole Skovsmove. La consolidación de esas actividades, a partir de la creación de un espacio institucional llamado Grupo de Estudios Profesor Malba Tahan (GEMaTh), posibilitó que ese grupo de alumnos pudiera ser reconocido por la comunidad escolar. En ese sentido, la valoración de la característica común asociada a esos alumnos – el interés por el estudio de las Matemáticas – se encaja en una concepción de Educación Inclusiva, la cual defiende el derecho a la diferencia. La relevancia de las actividades realizadas con los alumnos del GEMaTh es justificada a partir de la hipótesis de que, en el futuro, esos alumnos podrán componer y calificar los cuadros académicos y profesionales de naturaleza técnico-científica, los cuales son fundamentales al desarrollo económico y social de nuestro país.
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Books on the topic "Mathematical Olympiads"

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Andreescu, Titu, and Zuming Feng, eds. Mathematical Olympiads. Providence, Rhode Island: American Mathematical Society, 2000. http://dx.doi.org/10.1090/prb/003.

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Andreescu, Titu, and Zuming Feng, eds. Mathematical Olympiads 1999-2000. Providence, Rhode Island: American Mathematical Society, 2003. http://dx.doi.org/10.1090/prb/005.

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Andreescu, Titu, Zuming Feng, and George Lee, eds. Mathematical Olympiads 2000–2001. Providence, Rhode Island: American Mathematical Society, 2003. http://dx.doi.org/10.1090/prb/011.

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Liu, Andy, ed. Soviet Union Mathematical Olympiads. Providence, Rhode Island: American Mathematical Society, 2016. http://dx.doi.org/10.1090/prb/028.

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Moscow Mathematical Olympiads, 2000-2005. Berkeley, Calif: Mathematical Sciences Research Institute, 2011.

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Fomin, D. V. Leningrad mathematical Olympiads 1987-1991. Westford, Mass: MathPro Press, 1994.

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Levy, Silvio, and R. M. Fedorov. Moscow Mathematical Olympiads, 1993-1999. Berkeley, Calif: Mathematical Sciences Research Institute, 2011.

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International mathematical olympiads, 1986-1999. Washington, DC: Mathematical Association of America, 2003.

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America, Mathematical Association of, ed. U.S.A. mathematical olympiads, 1972-1986. Washington, D.C: Mathematical Association of America, 1988.

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Klamkin, Murray S. USA mathematical olympiads, 1972-1986. Washington, D.C: Mathematical Association of America, 1988.

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Book chapters on the topic "Mathematical Olympiads"

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Mathematical Competition." In 50th IMO - 50 Years of International Mathematical Olympiads, 101–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_6.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Mathematical Guests of Honour." In 50th IMO - 50 Years of International Mathematical Olympiads, 155–226. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_7.

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Veilande, Ingrida, Liga Ramana, and Sandra Krauze. "Repeated Participation at the Mathematical Olympiads: A Comparative Study of the Solutions of Selected Problems." In Mathematical Creativity and Mathematical Giftedness, 343–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73156-8_13.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Committees." In 50th IMO - 50 Years of International Mathematical Olympiads, 5–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_1.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "All Countries." In 50th IMO - 50 Years of International Mathematical Olympiads, 235–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_10.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "All Results." In 50th IMO - 50 Years of International Mathematical Olympiads, 239–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_11.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Memories." In 50th IMO - 50 Years of International Mathematical Olympiads, 271–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_12.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Hall of Fame." In 50th IMO - 50 Years of International Mathematical Olympiads, 285–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_13.

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Lamoneda, Rafael Sánchez. "The Golden Microphone." In 50th IMO - 50 Years of International Mathematical Olympiads, 291–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_14.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Regulations." In 50th IMO - 50 Years of International Mathematical Olympiads, 13–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_2.

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Conference papers on the topic "Mathematical Olympiads"

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Syusyukalov, A., and E. Syusyukalova. "EXPERIENCE IN PREPARING FOR MATHEMATICAL OLYMPIADS: TOPICS, PROBLEMS, IDEAS." In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-8-8-134-137.

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Cernaveja, Sarmite, and Inta Volodko. "Participation of the students of Riga Technical University in the Olympiad in mathematics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7868.

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There is much discussion recent years about teaching mathematics at school and universities. It is talked about how to interest pupils and students to turn to studying mathematics more. One of the ways to attract the best students to additional studies of mathematics is to invite them to participate in the Olympiads in mathematics. Student Parliament of Riga Technical University in cooperation with the Department of Engineering Mathematics organized the university Olympiad in mathematics for 6 years. There is an international Olympiad of mathematics in Latvia already for 6 years, which is organized by the Department of Mathematics of Latvia University of Agriculture. Students from Baltic universities participate in these Olympiads, and within their scope, students not only compete individually, but also discuss among themselves the content of mathematics and teaching methodology in their universities, evaluate it and express their suggestions for the improvements. Since 2012, students from Riga Technical University also participate in these Olympiads and get award-winning places. Such Olympiads promote interest about mathematics among young people, develops cooperation skills between like-minded people, as well as, give an opportunity for pedagogues to listen to the opinion of the best students about teaching methodology of mathematics and to improve it.
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Kreminsky, Boris G., Oleksandr S. Martyniuk, and Oleksandr O. Martyniuk. "Results of the International Student Olympiads in Physics as a Reflection of the Demand for Physical and Mathematical Education in Countries." In 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.042.

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Ryzhova, Oxana N., Elizaveta A. Belevtsova, and Nikolay E. Kuz’menko. "CHEMISTRY AND MATHEMATICS: MATHEMATICAL CONTENT OF CHEMICAL TASKS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.115.

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The level of mathematical preparedness of secondary-school graduates influences not only the possibility of entering natural science faculties of university, but also the success of subsequent education. At present, when enrolling in Russian universities, the mathematical preparation of the entrant is assessed based on the result of the Unified State Exam. This research proposed to use the mathematical content of competitive chemistry tasks for indirect assessment of the degree of the university applicant's preparedness. Keywords: chemistry education, Unified State Exam, Chemistry Olympiad, entrance examination.
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Böhm, Patrik, and Jana Gazdíková. "MATHEMATICAL OLYMPIAD IN SLOVAK AND CZECH REPUBLIC." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1866.

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Nikolaev, Rosen. "THE HISTORY OF COMPOSING THE ONE MATHEMATICAL OLYMPIAD PROBLEM." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.073.

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Polma, Richard, and Jan Kříž. "International Physics Olympiad still alive." In ICNPAA 2016 WORLD CONGRESS: 11th International Conference on Mathematical Problems in Engineering, Aerospace and Sciences. Author(s), 2017. http://dx.doi.org/10.1063/1.4974387.

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Keldibekova, A. O., D. T. Tokoeva, and M. Khasanova. "Content of information resources for preparing schoolchildren for Mathematical Olympiad." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-10-2018-35.

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Kapralov, Stoyan, Stefka Bouyuklieva, and Peter Kopanov. "COMPMATH 2018 - THE SEVENTH STUDENT OLYMPIAD IN COMPUTER MATHEMATICS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2480.

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Vintere, Anna, and Sarmite Cernajeva. "A Case of Competence Building - International Student Scientific Mathematics Olympiad." In 12th International Scientific Conference Rural Environment. Education. Personality. (REEP). Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2019. http://dx.doi.org/10.22616/reep.2019.025.

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Reports on the topic "Mathematical Olympiads"

1

Sward, Marcia P. Report on the 1991 Mathematical Olympiad Training Session. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada248234.

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