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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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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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Previous issue date: 2012-12-03This 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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nÃo hÃEsta 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.Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-04T17:16:18Z No. of bitstreams: 1 Tese de Ciro Nogueira Filho.pdf: 988232 bytes, checksum: 0dd0eab4ab7ffa65abcc5ebc4d0bfabc (MD5)
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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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Malaty, George. "Mathematics and Mathematics Education Development in Finland: the impact of curriculum changes on IEA, IMO and PISA results." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80604.
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Mathematics has got roots in Finland in the last quarter of the 19th century and came to flourish in the first quarter of the next century. In the first quarter of the 20th century, mathematicians were involved in teaching mathematics at schools and writing school textbooks. This involvement decreased and came to an end by the launching of the ‘New Math’ project. Mathematics education for elite was of positive affect to higher education, and this has changed by the spread of education, the decrease of mathematics teaching hours at schools and the changes in school mathematical curricula. The impact of curriculum changes is evident in Finnish students’ performance in the IEA comparative studies, PISA and IMO.
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Alves, Washington José Santos. "O impacto da Olimpíada de Matemática em alunos da escola pública." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/10840.
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Previous issue date: 2010-10-29Secretaria da Educação do Estado de São Paulo
This dissertation aims to investigate Brazilian Mathematical Olympiad Public Schools - OBMEP, sponsored by the federal government since 2005. The OBMEP was inserted into the scenario of Brazilian education in order to promote stimulus to the study of mathematics by students and contribute to improving the quality of basic education schools of local, state and federal. To understand the analysis proposed by the organizing committee of the association, we made a qualitative study with students from 3rd grade of high school, a public school located in São Paulo, to analyze how the OBMEP can stimulate and promote the study of mathematics among public school students and what possible contributions that evaluation can play in improving the quality of basic education in the country. Data analysis revealed that there is student interest in acquiring new knowledge and they are not motivated to participate in OBMEP due to lack of information about the competition
Esta dissertação tem como objetivo investigar a Olimpíada Brasileira de Matemática das Escolas Públicas OBMEP, promovida pelo governo federal desde 2005. A OBMEP foi inserida no cenário da educação brasileira com a finalidade de promover estímulo ao estudo da Matemática pelos alunos e contribuir para a melhoria da qualidade da Educação Básica das escolas municipais, estaduais e federais. Para compreender as análises propostas pela comissão organizadora da associação, fizemos uma pesquisa qualitativa com alunos da 3ª série do Ensino Médio de uma escola da rede pública localizada na cidade de São Paulo para verificar como a OBMEP pode estimular e promover o estudo da Matemática entre alunos das escolas públicas e quais possíveis contribuições que a avaliação pode exercer na Educação Básica do país. A análise dos dados revelou que há interesse dos alunos em adquirir novos conhecimentos e que estes não estão motivados para participar da OBMEP devido à falta de informação em torno da competição
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Bragança, Bruno. "Olimpíada de Matemática para a Matemática Avançar." Universidade Federal de Viçosa, 2013. http://locus.ufv.br/handle/123456789/5881.
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Previous issue date: 2013-03-15Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
In this dissertation we developed a proposal for an educational activity involving math competitions. The work consists of a literature review, presenting a route of the history of the Mathematics Olympics in Brazil and around the world, we make this through the reading and study of regulations, the electronic pages of competitions and such other documents. In this context, we present activities that can be used as diffusion, preparation and stimulation of participation and engagement with the competition or even that may be used in the classroom. We concluded by preparing a primer, A Primer for the Olympiad Mathematics , a backing material and support to those interested in implementing a competition of this kind in a school or even in a broader context.
Nesta dissertação elaboramos uma proposta de atividade educacional que envolve competições matemáticas. O trabalho consta de revisão bibliográfica, apresentando um histórico das Olimpíadas de Matemática no Brasil e no Mundo e dando subsídios, através da leitura e estudo de regulamentos, páginas eletrônicas de competições dessa natureza e outros documentos para elaboração da atividade. Neste contexto, apresentamos atividades que podem ser utilizadas como divulgação, preparação e estímulo à participação e envolvimento com a competição ou até mesmo que possam ser utilizadas apenas na sala de aula. Concluímos elaborando uma cartilha, A Cartilha da Olimpíada de Matemática , um material de suporte e apoio aos interessados em implantar uma competição desse tipo, em uma escola ou até mesmo em contexto mais amplo.
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Pinheiro, Josaine de Moura. "Estudantes forjados nas arcadas do Colégio Militar de Porto Alegre (CMPA): "novos talentos" da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP)." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3323.
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A tese tem por objetivo analisar estratégias e táticas de governamento postas em movimento no Colégio Militar de Porto Alegre (CMPA), cujos alunos vêm se destacando na Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP) e ocupando a posição de ?novos talentos? em matemática. Os aportes teóricos que sustentam a investigação vinculam-se às teorizações de Michel Foucault, principalmente àquelas desenvolvidas em suas obras Vigiar e Punir, Nascimento da Biopolítica, Segurança, Território e População e Do Governo dos Vivos. O material de pesquisa abrange documentos do CMPA e o site oficial da OBMEP. O exercício analítico efetivado sobre o material de pesquisa mostrou que: 1) tanto a OBMEP quanto o CMPA definem como suas estratégias de governamento desenvolver a competitividade do estudante e torná-lo um empreendedor de si mesmo; 2) as táticas que empregam para alcançar tais estratégias têm peculiaridades: a OBMEP realiza modificações em seu regulamento e cerimônias de entrega de medalhas de ouro e oferece programas de aprimoramento matemático para os estudantes; e o CMPA efetiva o ritual da formatura de entrega de alamares e promove a hierarquização na escola, a Gratificação de Incentivo a Participação (GIP) e o uso do alamar; 3) a coincidência de estratégias e convergência de táticas posicionam os alunos do CMPA como os "novos talentos" em matemática.
This thesis aims at analyzing government strategies and tactics operated by Colégio Militar de Porto Alegre (CMPA), whose students have stood out in the Brazilian Mathematical Olympiad of Public Schools and been positioned as “new talents” in Mathematics. The theoretical foundations that have supported this investigation are theorizations by Michel Foucault, such as those found in Discipline and Punishment, The Birth of Biopolitics and Security, Territory, Population, and The Government of the Living. The research material has comprised CMPA documents and the official web page of the Brazilian Mathematical Olympiad of Public Schools. The analysis of the research material has shown that: 1) developing students’ competitiveness and making them become self-entrepreneurs are government strategies defined by both OBMEP and CMPA; 2) the tactics employed to reach such strategies have peculiarities: OBMEP modifies its regulations and ceremonies to deliver golden medals, and offers mathematical improvement programs to the students; CMPA performs the pinning ritual and encourages school hierarchy, the Participation Bonus and the use of the pin; 3) the coincidence of strategies and the convergence of tactics have positioned CMPA students as “new talents” in Mathematics.
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Zucco, José. "Funções monotônicas: alunos da 3ª série do ensino médio frente ás Olimpíadas de Matemática das escolas públicas." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/11469.
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Previous issue date: 2010-07-27Secretaria da Educação do Estado de São Paulo
The goal of this research is to analyze the performance of 20 high school seniors in the State Public School System in the resolution of four problems involving the concept of monotonic functions (increasing and decreasing). The selected problems were proposed in the Public School Mathematical Olympiads (OBMEP) of 2005, 2006, 2007, and 2008. The study has a qualitative approach. The theoretical reference for analyzing the performance was Raymond Duval s theory of Registers of Semiotic Representation (2003). The analyzed protocols contained both the resolution of the problems and the justifications presented by the students for their responses. The analyses indicated difficulties in interpreting the problem statement, as well as in the activities related to handling and changing the Registers of Semiotic Representation. This study also performed an analysis of the errors, which allowed the questions to be classified in groups based on the types of answers. The results revealed that most of the students were not familiar with the proposed problems, which required them to move among the different representations of a single mathematical object
A presente pesquisa tem por objetivo analisar o desempenho de 20 alunos do 3º ano do Ensino Médio da Rede Pública Estadual na resolução de quatro questões envolvendo o conceito de função monotônica (crescente e decrescente). As questões escolhidas foram propostas nas Olimpíadas de Matemática das Escolas Públicas (OBMEP) de 2005, 2006, 2007 e 2008. É uma pesquisa de abordagem qualitativa. A análise do desempenho teve por referência teórica a teoria dos Registros de Representação Semiótica de Raymond Duval (2003). Nos protocolos analisados constavam tanto a resolução das questões quanto as justificativas apresentadas pelos alunos para suas respostas. As análises indicaram dificuldades na interpretação dos enunciados das questões bem como nas ações relacionadas aos tratamentos e mudança de Registros de Representação Semiótica. Este estudo também efetivou análise dos erros, a qual possibilitou classificar as questões em grupos quanto aos tipos de respostas. Os resultados revelaram que a maioria dos alunos não estava familiarizada com as questões propostas as quais exigiam transitar pelas diferentes representação de um mesmo objeto matemático
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LOJÍKOVÁ, Barbora. "Výuka mimořádně nadaných žáků v matematice." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-204525.
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The aim of this thesis is to elaborate a set of tasks that will have increasing difficulty and will lead pupils to the skill of solving problems designed for gifted students. The action research will focus on the student's work with the proposed tasks. In the theoretical part, attention will be paid to the available literature on the teaching of mathematics to exceptionally gifted pupils.
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Stehlík, Martin. "Matematická olympiáda." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-313617.
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This work deals with the Mathematical Olympiad competition, and it is divided into two sections. The first section focuses on the history, organizational structure and the results of pupils in each year, comparing them. Part of this section also discusses and summarizes the International Mathematical Olympiad, mainly the achievements of our competitors. In the second section of the work is my own research on teachers' knowledge of Mathematical Olympiad. The research was focused mainly on the base of the competition at schools, what teachers know about its structure and most importantly what they think about the whole competition, how teachers and their pupils evaluate it.
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ŠIMÁNKOVÁ, Zuzana. "Rovnice a soustavy rovnic v úlohách matematické olympiády kategorie A, B a C." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-252620.
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The diploma thesis included of informations of a Mathematical Olympiad, equations and systems of equations. The theoretical part contains a historical development and its organization, next it contains informations about equations and their teaching as it is given in the National Curriculum. The practical part consists of a collection of exercises on the topic of equations and systems of equations, which were included in the competition Mathematical Olympiad. Examples in the collection are divided into categories vhich appeard, and ranked by difficulty. Further practical part includes evaluation works heets completed by students of Pedagogicial faculty, University of South Bohemia. This thesis may serve as preparation pupils on Mathematical Olympiad or as a collection of examples for talented pupils
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LIN, CHIN YU, and 林芝伃. "Analysis of the National Olympics Mathematics Competition." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/57872826785858059155.
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碩士輔仁大學
應用統計學研究所
97
By using the result from “The National Olympic Mathematic Competition” as the analysis data, this research applies Classical Test Theory (CTT) and Item Response Theory (IRT) for the statistical analysis of test and quantitative analysis, focusing on individual items/questions and the structure of the test paper. The main purpose is to provide an effective methodology on item analysis for teachers and to provide analysis on the evaluation of examinee. The result of this study shows: 1. The test items meet the uni-dimensionality assumption and are suitable for quantitative analysis with three parameter model. 2. Under the assumption of CTT and IRT, the test items contain proper difficulty,discrimination, item guessing, correct-power and distractibility. 3. The structure of the test paper has high reliability. 4. Gender and geographic distribution affect distinctively on the examinees’ performance evaluation: Male students perform better than female students; students from middle of Taiwan perform better than students from eastern Taiwan.
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VELC, Radovan. "Analýza řešení úloh 2. kola 56. ročníku MO v Jihočeském kraji." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-51454.
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The purpose of this thesis is the analysis of the 2nd round of the mathematical olympiad, including the statistics of the success rate of the students in particular problems, analysis of their procedures and error analysis. This thesis should serve as a survey of the problems of 56th year of MO and as a study text for the mathematical olympiad participants.
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CHVÁL, Jan. "Nerovnosti v úlohách MO (1951 - 1975)." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-47794.
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The diploma thesis concerns the elaboration of excercises of inequality which were placed in mathematics olympics in 1951-1975, the clasification of inequality in agreement with the method of solution and showing other ways of solution. The thesis should serve as an addiltiolal study material for students interesed in mathematics.
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TOMANOVÁ, Denisa. "Procenta v úlohách matematické olympiády, korespondenčních seminářů a výzkumů PISA, TIMSS." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-173135.
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Diploma thesis includes information about percentages, mathematical olympiad, mathematical corresponding seminars and PISA ant TIMSS tests. The first, theoretical part describes historical development of mathematical olympiad and its organization, the history of mathematical corresponding seminars and list of current seminars for primary school students. The second part of the diploma thesis consists of the collection of tasks examples with percentages that appear in mathematical olympiad, mathematical corresponding seminars and PISA and TIMSS tests.
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Jie, Wang Jhao, and 王昭傑. "The Effect of Situated Instruction in Mathematics Using Still Pictures for Elementary Gifted Students –Based on the Example of Mathematics Olympiad “the Three Kingdoms”." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/53183237174751850492.
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碩士國立臺灣師範大學
特殊教育學系
99
The aim of this quasi- experimental designed research was to explore the effect of “Situated Instruction in Mathematics using Still Pictures” (SIMSP) for elementary gifted students. The subjects were 60 gifted students from 11 elementary schools in Taipei; they were evenly divided into experimental group and compare group. The effect of the experimental instruction was examined by “the immediate learning achievement”, “the learning retention ability”, “the quantity of schema knowledge” and “the learning intention”. The mathematic units in the experiments included: “Velocity”, “Cow and Grass” and “Permutation and Combination”. The experimental group attended 18 SIMSP classes, while the control group attended 18 classes using traditional Mathematics Olympiad. Self made test instruments, questionnaires and interviews were undertaken to examine the experimental effects and to collect feedbacks from the students. The data were analyzed by ANCOVA. The major findings were as follows: 1. SIMSP helped the students in the experimental group enhancing their immediate learning achievements as well as learning retention in the units of “Cow and Grass” and “Permutation and Combination”. 2. SIMSP helped the students in the experimental group enlarging their schema knowledge in the unit of “Cow and Grass” and their procedural schema knowledge in the units of “Cow and Grass” and “Permutation and Combination”. However, the effect in the unit of “Velocity” is partial. 3. SIMSP attracted gifted students’ positive intentions towards Mathematics Olympiad. Most students in both groups agreed that Mathematics Olympiad enhanced their mathematic abilities. Furthermore, the students in the experimental group agreed that SIMSP helped them extract the contextual knowledge at the beginning of mathematic problem-solving. To sum up, this study indicated that, SIMSP, with the questions designed in situations and contexts effectively help the gifted students raising learning motivation, establishing more comprehensive contextual knowledge, and enhancing the learning and maintaining the knowledge /skills of mathematic problem-solving. Suggestions are proposed at the final for future research and instruction of Mathematics Olympiad.
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Wei, Chia-Hung, and 魏嘉宏. "The Item Analysis Study for the Preliminary Competition of Asia-Pacific Mathematics Olympiad for Primary School in Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/9y6358.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
100
This study was designed in accordance with the preliminary contestof the 2011 Asia-Pacific Region Primary Math Olympiad in Taiwan item to analyze the characteristics of the quality and quantity of the test questions, as well as indicators to analyze the items according to the 97 Grade 1-9 curriculum framework mathematics ability, access to the following conclusions: 1.This test worths the value of the application. 2.Separately to analyze the individual questions, both the quality and quantity. 3.All kinds of questions are arranged from simple to difficult. 4.The test meets the expected target. 5.This test is roughly in line with a capacity index of the third stage of the syllabus mathematics in 2008. In this study, recommendations are as follows: 1.Suggested that the questions can be the combination of students' life experiences. 2.Suggested that all kinds of questions can be easy to difficult arranged. 3.Proposition process should be consistent with the proposition principle. 4.Suggested that alter or expand the scope of the study with the object. 5.Recommendations can be included in the IRT, and use BILOG software, or other analysis software, item analysis. 6.Proposal to establish the Exam Pool.
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CHANG, CHEN CHIN, and 陳志瑲. "A Study on Algebraic and Non-algebraic Problem Solving Strategies for Mathematically Gifted Elementary Students: As a Instance by Asia Pacific Olympiad Math Competition Entries in 2007." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/ud2env.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
95
The purposes of this study were to investigate the performance of mathematically gifted fifth and sixth graders for whom how to apply algebraic, non-algebraic and other problem solving strategies to solve mathematical problems, and to understand the relationship between algebraic strategies and non-algebraic strategies from the process of solving problems. This was a survey study. A written test was conducted 124 subjects elected from the Pre-semifinal of Taiwan Olympiad Math competition in 2007. Then, the best 10 gifted subjects were made semi-constructed interviews for getting further information. The results of the study were showed as follows: Most mathematically gifted students could solve problems successfully, while each may apply different strategies, including the use of algebraic strategy, non-algebraic strategy, diagrammatic representation strategy, trial and error strategy, etc. They might apply two or more strategies at the same time. It showed that mathematically gifted students chose proper problem solving strategies according to different types of problems. The reasons of failure in solving problems included being unable to understand the problem, being unable to control unknown number representation, listing wrong equation, failing to solve the equation, having wrong diagrammatic representation, and miscalculation etc. The majority of the failure came from being unable to understand the problem. The reasons why most of mathematically gifted students could succeed in connecting algebraic and non-algebraic problem solving are the followings: (1) they can find the relations between algebraic and non-algebraic problem solving strategies, (2) they can see the relations of the measurement and numbers between algebraic and non-algebraic problem solving strategies from diagrammatic representation. But it is worth concerned in non-algebraic problem solving strategies that some of the mathematically gifted students perform weakly to connect algebraic and non-algebraic problem solving strategies for using algebraic solution frequently and lead to constrain the intuitive thinking way. Finally, some suggestions for teachers and future research were recommended.