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Journal articles on the topic 'Mathematical Olympiads'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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4

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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6

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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8

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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9

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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11

Zemlyakova, Irina V., and Tat’yana A. Chebun’kina. "THE ROLE AND PLACE OF MATHEMATICAL OLYMPIADS IN THE SYSTEM OF TRAINING STUDENTS OF HIGHER EDUCATIONAL INSTITUTIONS." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 206–10. http://dx.doi.org/10.34216/2073-1426-2020-26-2-206-210.

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The article discusses the key stages of preparing students for math contests. The idea that the mathematical Olympiad is an important part of the educational process at a university is grounded. The practical experience of the leading teachers of the Department of Higher Mathematics on the preparation of students – winners of the Olympiads of the all-Russia and international level is summarised. As a result of a comprehensive analysis, the main stages of preparing students for Olympiads, which are aimed at developing skills for solving non-standard problems, are highlighted and characterised. The ability to apply innovative approaches helps future engineers and economists solve technical and economic problems in the future. The huge role of mathematical Olympiads in the development of creative and professional competencies among students, in deepening their knowledge in the field of mathematics and the ability to work individually and as a team is noted. The authors of the article, following the formation of a student participating in the Olympiads as a specialist, came to the conclusion that these students more successfully master their competences, participate more actively in scientific and design work, enter graduate and postgraduate studies, and subsequently build a successful professional career.

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12

Repina, Evgenia Gennadievna. "Student Olympiad movement as a search tool and pedagogical work with gifted youth: principles, characteristics, experience." Samara Journal of Science 6, no. 3 (September 1, 2017): 297–302. http://dx.doi.org/10.17816/snv201763308.

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The paper deals with the principles of organization of the Olympiad student movement in the Russian Federation, the author describes the purpose of the student contests in higher educational institutions of the country. The considered problem is solved in the process of identifying gifted students and pedagogical work with talented youth. The author describes benefits of student participation in the Olympiad movement, both for students and for institutions of higher education. The paper contains advantages and disadvantages of conducting these activities. The emphasis is on the features of Russian student Olympiads in mathematics, namely in such a subject area as probability theory and mathematical statistics. The paper also contains experience accumulated by the Department of Mathematical Statistics and Econometrics for conducting the Russian student Olympiad on the basis of Samara State University of Economics. To train the Olympic team of the University a computer simulator developed by the teachers of the Department is used. This software which is a graphical multi-window interface allows teachers to interact with students. The computer program contains tasks of previous Russian student Olympiads of various levels.

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Aitaliev, E. S., and A. T. Utegenova. "SOLVING OLYMPIAD PROBLEMS FOR THE FIBONACCI SERIES." BULLETIN Series of Physics & Mathematical Sciences 70, no. 2 (June 30, 2020): 21–25. http://dx.doi.org/10.51889/2020-2.1728-7901.03.

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As you know, in the field of education, in connection with moral education and improving the quality of education, certain events and various competitions are held on a planned basis, one of which is the annual periodic olympiads. We know that in mathematics, special attention is paid to solving problems, so the work done by students during the olympiad is largely evaluated by how well they fit into solving problems. Taking this into account, the article considers ways to confirm some properties of the Fibonacci series using the method of mathematical induction, as well as problems encountered at olympiads over the past five years on this topic, as well as methods for solving them. The considered problems can help school teachers in solving olympiad problems in mathematics.

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Агаханов, Н., and N. Agahanov. "Work with Mathematically Gifted Children in a Multi-Level System of Subject Olympiads and Competitions." Profession-Oriented School 6, no. 5 (October 24, 2018): 19–26. http://dx.doi.org/10.12737/article_5bbf0645281074.31484397.

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The article presents a multi-level system of subject Olympiads and competitions in mathematics for the identifi cation and development of mathematically gifted schoolchildren that has developed in Russia at present. The activity of each structural component and their purpose are described. The conceptual bases of work with mathematically gifted children in the multi-level system of subject Olympiads and competitions are revealed: the formation of the intellectual elite; increasing the role of mathematics in modern society; identifi cation, selection and self-realization of gifted children; professional orientation; development and specifi city of tasks for mathematical Olympiads and competitions; coaching support in working with mathematically gifted children; content and stages of work with mathematically gifted children; a variety of forms of additional education for mathematically gifted children; stimulating teachers to work with gifted children; organizational support of education management bodies; popularization of mathematical education.

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15

Gardiner, Tony, and M. S. Klamkin. "USA Mathematical Olympiads 1972-1986." Mathematical Gazette 74, no. 468 (June 1990): 181. http://dx.doi.org/10.2307/3619388.

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Parsonson, S. L., and Murray S. Klamkin. "International Mathematical Olympiads 1979-1985." Mathematical Gazette 72, no. 462 (December 1988): 339. http://dx.doi.org/10.2307/3619974.

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Bernal Pedraza, Oscar F. "Theoretical Framework for Research on Mathematical Olympiads in Latin America." International Education and Learning Review 2, no. 1 (March 2, 2020): 25–30. http://dx.doi.org/10.37467/gka-edurev.v2.1568.

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This theoretical framework is intended to serve as guide to research on national Mathematical Olympiads in Latin America. Research with the goal to elucidate critical factors involved in the existence and results obtained by Latin American teams in the International Mathematical Olympiad (IMO) and other international contests, may find a stepping stone in this framework and the references cited in it. From the way local committees see themselves and their indicators for success. to the feedback subsumed in the IMO results, different comparable metrics for success must be developed to understand the specific challenges faced by these organizations and the goals set by themselves and the educational communities in their own countries. As for Latin American countries the IMO is not the only competition they attend or their single metric for success, reference to the IMO is provided as the evolving opportunity leading to the creation of local olympiad committees, the committees this framework presents as an opportunity for research and understanding of the search for talent in developing countries. As a way of closing the document, a few questions are proposed, offering both quantitative and qualitative research areas and with the possibility to reach findings helpful for those organizations, for the school students in their respective countries, and for similar organizations in other countries.

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Bernal Pedraza, Oscar F. "Theoretical Framework for Research on Mathematical Olympiads in Latin America." EDU REVIEW. Revista Internacional de Educación y Aprendizaje 8, no. 2 (September 25, 2020): 95–101. http://dx.doi.org/10.37467/gka-revedu.v8.2661.

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This theoretical framework is intended to serve as guide to research on national Mathematical Olympiads in Latin America. Research with the goal to elucidate critical factors involved in the existence and results obtained by Latin American teams in the International Mathematical Olympiad (IMO) and other international contests, may find a stepping stone in this framework and the references cited in it. From the way local committees see themselves and their indicators for success. to the feedback subsumed in the IMO results, different comparable metrics for success must be developed to understand the specific challenges faced by these organizations and the goals set by themselves and the educational communities in their own countries. As for Latin American countries the IMO is not the only competition they attend or their single metric for success, reference to the IMO is provided as the evolving opportunity leading to the creation of local olympiad committees, the committees this framework presents as an opportunity for research and understanding of the search for talent in developing countries. As a way of closing the document, a few questions are proposed, offering both quantitative and qualitative research areas and with the possibility to reach findings helpful for those organizations, for the school students in their respective countries, and for similar organizations in other countries.

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19

Vakhromeev, Yury M., and Tatyana V. Vakhromeeva. ""EFFICIENT" ALGORITHMS IN THE PROCESS TASKS." Actual Problems of Education 1 (January 30, 2020): 180–84. http://dx.doi.org/10.33764/2618-8031-2020-1-180-184.

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The paper analyzes one of the tasks for processes. We consider the problem that was proposed at the International Internet Olympiad in 2019. Solutions of this problem for the general case are considered. This option allows solving the problem in a more efficient way. The result can be useful for both those who work in mathematical circles, students participating in Olympiads, and those who are interested in difficult tasks, and beautiful solutions.

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Horoshko, Yurii V., Oleksandr V. Mitsa, and Valentyn I. Melnyk. "МЕТОДИЧНІ ПІДХОДИ ДО РОЗВ’ЯЗУВАННЯ ОЛІМПІАДНИХ ЗАДАЧ З ІНФОРМАТИКИ." Information Technologies and Learning Tools 71, no. 3 (June 29, 2019): 40. http://dx.doi.org/10.33407/itlt.v71i3.2482.

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The article analyzes the peculiarities of the Olympiad tasks on computer science: distracting story, placing various important components of the problem in different places of the condition, non-standard mathematical models, non-standard combination of standard approaches, etc. Taking this into account, as well as the rather high complexity of such tasks, there is the problem of working out methodological approaches to teaching to solve such problems. The general schemes of solving the Olympiad tasks on computer science, proposed by various scientists participating in the Olympiad movement, are considered. Based on the own experience, one of them has been selected. One of the areas of dynamic programming, the so-called Knapsack Problems, is considered. There are given various modifications of Knapsack Problem; the ability to solve them is necessary to understand the solution of a more complex task related to dynamic programming. For these tasks are given appropriate mathematical formulas or program code. There are presented all stages of the application of the given scheme to the solving of a specific Olympiad task on computer science, which belongs to the class of Knapsack Problems and proposed by one of the authors at the Open International Student Programming Olympiad “KPI-OPEN 2017” named after S.O. Lebediev and V.M. Glushkov “KPI-OPEN 2017”: the analysis of the condition, the construction of a mathematical model, the construction of a general scheme of solving, refinement, implementation, testing and debugging, sending the program to check. An effective author’s method for solving this task is demonstrated. The program code for the solution is given in C++. It is noted that the important point in preparing for the Olympiads on computer science is the analysis of the tasks after the completion of each competition. Applying the proposed methodological approaches to training pupils or students for the Olympiads on computer science (programming), in our opinion, will increase the effectiveness of such training.

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KHABLIEVA, Svetlana R. "FEATURES OF THE OLYMPIAD IN MATHEMATICS IN THE FRAMEWORK OF NETWORK INTERACTION OF EDUCATIONAL ORGANIZATIONS." PRIMO ASPECTU, no. 3(47) (September 15, 2021): 59–64. http://dx.doi.org/10.35211/2500-2635-2021-3-47-59-64.

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The article presents the features of the organization and conduct of the Olympiad work in mathematics based on the network interaction of various educational organizations. The network interaction of educational organizations in the article is considered as a complex mechanism for centralizing educational resources, contributing to the active involvement of several educational organizations at once in a single educational process, overcoming the considerable territorial remoteness of various educational organizations. There are small educational organizations that have limited material, technical, methodological and human resources for organizing and conducting, on the basis of creating a unified information and educational environment, various events, in particular Olympiads. Each educational organization included in a single network has access to all its aggregate resources and thereby increases its own teaching and educational potential, and students receive a wide range of educational services, due to which each of them can build their own individual educational route. The article also discusses the main directions of organizing and holding the Olympiad in mathematics based on the network interaction of educational organizations of different levels using TRIZ pedagogy (theory of inventive problem solving), LEGO pedagogy (development and formation of the student's personality based on design technology, or modeling). As the main tasks of organizing mathematics olympiads based on the technology of network interaction of educational organizations, the article discusses: increasing students' interest in mathematical disciplines, the formation of creative thinking, the development of the ability to solve non-standard problems, the dissemination of experience in using innovative models of organizing and holding mathematics olympiads. popularization of the Olympiad work among students and teachers of educational organizations of the Republic of North Ossetia-Alania.

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Vlasova, Elena A., Vladimir S. Popov, and Oleg V. Pugachev. "ON MATHEMATICAL OLYMPIADS FOR STUDENTS OF TECHNICAL UNIVERSITIES." Bulletin of the Moscow State Regional University (Physics and Mathematics), no. 3 (2017): 108–19. http://dx.doi.org/10.18384/2310-7251-2017-3-108-119.

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Келдибекова, Аида, Aida Keldibekova, Нина Селиванова, and Nina Selivanova. "Olympiad tasks on geometry, methodical techniques for their solution." Profession-Oriented School 7, no. 4 (September 24, 2019): 34–37. http://dx.doi.org/10.12737/article_5d6772e7b75a81.22805374.

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The main content of the article is devoted to the geometric problems of mathematical school olympiads. The study revealed the types of operating with spatial images in the process of solving problems, the stages of forming spatial representations of students in the study of geometry and objectives of the course of visual geometry. It was concluded that the formation of spatial, topological, spatial, projective representations goes through successive stages, developing the geometric skills of schoolchildren. Olympiad tasks, designed on the basis of school programs and textbooks on geometry, make it possible to check the formation of the geometric skills of schoolchildren. The article may be of interest to mathematics teachers, students and schoolchildren who are interested in methods of solving olympiad problems in geometry.

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Keldibekova, Aida O. "About the subject content of Mathematical Olympiads for schoolchildren." Perspectives of Science and Education 46, no. 4 (September 1, 2020): 269–82. http://dx.doi.org/10.32744/pse.2020.4.18.

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Купцов, Mikhail Kuptsov, Маскина, Mariya Maskina, Теняев, and Viktor Tenyaev. "An Integral Criterion for Assessing the Quality of Mathematical Education of School Graduate." Profession-Oriented School 4, no. 3 (June 17, 2016): 46–52. http://dx.doi.org/10.12737/18931.

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The article is dedicated to school education quality issues and working out its assessment of objective measures. Mathematics education quality assessment is taken as an example. Mathematics education integrated criterion level called school graduator rating was worked out with reference to questionnaire given to school teachers, university teachers, experts of Unifi ed State Exam checking and organizers of school Olympiads. It takes into account the Unifi ed State Exam results, university extra entrance examinations and Olympiads achievements. Statistic research, carried out on 100 cadets of the Academy of the Federal Penal Service of Russia, confi rmed objectivity elaborated criterion and it’s correlation to the university studying results which were represented by examination grades in mathematics.

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Karp, Alexander. "Thirty years after:The lives of former winners of mathematical Olympiads." Roeper Review 25, no. 2 (January 2003): 83–87. http://dx.doi.org/10.1080/02783190309554204.

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Toshboyeva, Saidaxon Rahmonberdiyevna, and Nodira Muxtaraliyevna Turg’unova. "THE ROLE OF MATHEMATICAL OLYMPIADS IN THE DEVELOPMENT OF INDIVIDUAL CONSCIOUSNESS." Theoretical & Applied Science 96, no. 04 (April 30, 2021): 247–51. http://dx.doi.org/10.15863/tas.2021.04.96.50.

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Lancaster, Ron. "Facebook Tops 500 Million Users; Life by the Numbers?" Mathematics Teacher 105, no. 1 (August 2011): 12–14. http://dx.doi.org/10.5951/mathteacher.105.1.0012.

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Students analyze items from the media to answer mathematical questions related to the article. This month's clips deal with the growth of Facebook and a geometric algebra problem that appeared in an obituary for George Lenchner, founder of the Math Olympiads. The mathematics involved in these clips includes scientific notation, proportional reasoning, exponents, exponential growth, and quadratic equations.

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Martins, David Pinto. "PROGRESSÃO HARMÔNICA E O TRIÂNGULO DE LEIBNIZ." Ciência e Natura 37 (August 7, 2015): 426. http://dx.doi.org/10.5902/2179460x14661.

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http://dx.doi.org/10.5902/2179460X14661This article intends to address in an elementary way the study of harmonic progressions. To this end, the usage of history of mathematics and problem solving strategies permeated the text. Several problems, some classics and other extracted from mathematical olympiads, were treated to show the wide applicability of this subject. In the end, the triangle of Leibniz and his relationship with the harmonic progressions is studied.

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Kalman, Richard. "Revisiting the Sum of Odd Natural Numbers." Mathematics Teaching in the Middle School 9, no. 1 (September 2003): 58–61. http://dx.doi.org/10.5951/mtms.9.1.0058.

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The north shore (new york) school District asks me periodically to teach a class of selected fourth- and fifth-grade students. On those occasions, I choose problems that employ important mathematics, use more than one concept, contain subtleties, or allow for a variety of solutions. In this article, I share students' thinking as they attempted to solve a nonroutine problem from a past contest created by the Mathematical Olympiads for Elementary and Middle Schools. My two major mathematical goals were to elicit creativity in devising solutions and to emphasize the idea that any problem might have several equally valid solutions.

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Mitelman, Ihor. "PECULIARITIES OF MODELLING OF SPECIALIZED METHODICAL CASES IN THE CONTEXT OF PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 137–49. http://dx.doi.org/10.31499/2307-4906.2.2021.236672.

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The practice of mathematics teaching and its scientific, methodical and didactic support in the system of in-service education of modern teachers generates a topical problem of modernization of operational and technological and reflexive functionality of competence-oriented learning of solving high complexity problems, among which the tasks of mathematical olympiads as an indicator of the quality of the established professional competence stand out.In the competency-based and methodical context of working with mathematically gifted students and preparing them for mathematical competitions, the transformation and genesis of the problem material, which is discussed with teachers on in-service training courses, are consistently considered from the perspective of forming productive convolved didactic structures with regard to the features of flexibility, differentiation of levels, algorithmic and structural recognizability, essential for creating convoluted associations.Implementation of the convergence for theoretical approaches to these methodical problems is hampered, for example, by the internal contradictions caused by the subject-object status of teachers undergoing professional development.Our researches and scientific and practical findings, including those aimed at overcoming such contradictions, consolidate the comprehensive use of balanced dynamic synergetic mechanisms based on the emergent effect (as opposed to more traditional mechanisms of dynamic transitions such as “educational activity ⟶ quasi-professional activity ⟶ educational-professional activity ⟶ professional activity”) in the practice of teacher professional development. Such interpretation fundamentally changes the significance and functions of the case method (a form of situational learning), depriving it of the features of an intermediate organizational form in the interpretation of other studies.In the course of the research the methods of systematic scientific and methodological analysis, synthesis, generalization of theoretical positions, modelling and practical conclusions are used.The article highlights and clarifies the structure and interaction of the components of professional competencies of the teacher, the specifics of the approach to designing and developing effective specialized competency-based cases, aimed at stimulating work with mathematically gifted students. The article pays attention to some differences between developing the methodical competencies of a future teacher of mathematics and improving the competencies of a practising teacher. The article presents a model example of a tested situational training devoted to an important class of olympiad-type geometry problems, accumulating a significant layer of mathematical skills of both teachers and students. Keywords: professional teacher development, scientific and methodical support, case method, basic competencies of teachers, productive didactic structures, mathematics teaching methodology, mathematically gifted students, olympiad-type problems in geometry.

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Kurysheva, Aleksandra. "Formation of career strategies of young scholars in the area of computer sciences." Социодинамика, no. 6 (June 2020): 49–56. http://dx.doi.org/10.25136/2409-7144.2020.6.33230.

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The subject of this research is the career strategies of young scholars in the area of computer sciences. The object of this research is the educational space for formation of career strategies of young scholars in the area of computer sciences. The author examines the formation of IT educational space in Saint Petersburg. The goal consists in conducting a systemic analysis of educational space for the formation of career strategies of young scholars in the area of computer sciences. The research was carried out in Saint Petersburg in 2018, included 12 expert interviews with HR and IT specialists. The paper reviews such elements of educational space of information technologies as schools specialized in physics and mathematics, school and student Olympiads and contests, educational initiatives created by the leading IT companies of the city. The scientific novelty lies in introduction of educational IT space. At the first level it consists of the created back in Soviet time physical-mathematical schools and school Olympiads, which are also a step to higher education. The student environment has informal organizations: interest clubs, tournaments and contests. Namely in such educational space, young scholars in the area of computer technologies make their career choices.

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Wenderlich-Pintal, Maja. "Milestones in the life course of distinguished mathematicians and mathematically gifted adolescents ." Men Disability Society 43, no. 1 (March 30, 2019): 73–88. http://dx.doi.org/10.5604/01.3001.0013.3141.

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The paper presents the results of research on milestones (significant events, critical points, crystallizing experiments) in the course of life of outstanding mathematicians and mathematically talented adolescents. The work covers the period of approximately last 80 years. Four distinct group of mathematicians had received their education and pursed their scientific careers at that time: late, distinguished professors of mathematics, distinguished professors of mathematics who are still alive, PhD students and doctors of mathematical faculties, laureates of mathematical olympiads. The author’s intention was to indicate milestones – key events and moments in their history determined by the author (or those indicated by the interested) to reach the highest position and recognition in the field of mathematics. Those are, for example, important experiences in a person’s life that played a huge role in choosing mathematics as a direction for further development or reasserted that mathematics is the right choice. The considerations were based on a holistic, humanistic approach and a biographical approach from the perspective of Charlotte Bühler The course of human life. The techniques that have been used include document analysis and narrative interviews. According to the recommendations of Buhler’s results were presented graphically on the timelines.

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Kalman, Richard. "The Value of Multiple Solutions." Mathematics Teaching in the Middle School 10, no. 4 (November 2004): 174–79. http://dx.doi.org/10.5951/mtms.10.4.0174.

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All too often, a simple exercise IS dressed up with a few words, designed to look like it might interest a young student, and called “a problem.” These affectations do not make it a problem. A problem should not just force a student to decode words but must “unleash the thinking part of my brain,” one elementary school student said when describing the questions asked on competitions created by the Mathematical Olympiads for Elementary and Middle Schools. A problem is a question for which the reader has no clear-cut algorithm or procedure already in place.

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Harisman, Yulyanti, Muchamad Subali Noto, and Wahyu Hidayat. "EXPERIENCE STUDENT BACKGROUND AND THEIR BEHAVIOR IN PROBLEM SOLVING." Infinity Journal 9, no. 1 (February 18, 2020): 59. http://dx.doi.org/10.22460/infinity.v9i1.p59-68.

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These Students' mathematical problem solving behavior had been presented in the previous paper. Four categories of students' mathematical problem solving behavior in junior high schools in Indonesia had been obtained. These categories were: naive, routine, semi-sophisticated, and sophisticated. This paper was a continuation of that research. In this session would discuss about external aspects affect student behavior in problem solving. This research used survey method. Eighteen students from three junior high schools in Indonesia had been interviewed about it. These three aspects were: distance of home from school, family background, Contests-contests like math Olympiads that had been followed. The interview results were coded to get conclusions. Research findings were that the external aspects of students did not influence students in behaving to solve problems in mathematics. the implication of this finding is that the main factor influencing student behavior in problem solving is teacher professionalism in learning not from the students themselves, so the teacher must be really prepared in designing all components of learning well.

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Rakhmankulova, G. A., D. A. Mustafina, A. L. Surkaev, V. B. Svetlichnaya, T. A. Matveeva, I. V. Rebro, and T. A. Sukhova. "INTRA UNIVERSAL STUDENT PHYSICO-MATHEMATICAL OLYMPIADS AS A MEANS OF FORMING COMPETENCIES IN STUDENTS OF A TECHNICAL UNIVERSITY." Современные наукоемкие технологии (Modern High Technologies), no. 9 2020 (2020): 209–14. http://dx.doi.org/10.17513/snt.38243.

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Rostovtsev, Andrey S. "Developing fluency and originality in senior class students’ thinking when solving problems related to Fibonacci numbers." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 1, 2020 (2020): 223–32. http://dx.doi.org/10.31862/2218-8711-2020-1-223-232.

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On the basis of the requirements of modern reality with its economic, cultural and social problems, the basic concepts of modern education are changing significantly. School in modern society must focus on the personality of the student, on their holistic development. Various and complex processes that take place in modern society, require to teach, educate and develop people who will be able to solve problems in a non-standard way, i.e. will have inventive, or, as now more often said, creative thinking, the main parameters of which are fluency, originality and flexibility of thinking. To develop fluency and originality of thinking, it is necessary to broaden horizons, off erring the integration of academic subjects with the various aspects of reality around us. These days the tasks of the USE in Mathematics contain problems in probability calculus and combinatorics. Therefore, it is necessary to train high school students to solve such problems. The problems associated with Fibonacci numbers contain many popular publications in mathematics, they are analysed in the classroom of school mathematical circles, they are included in the set of tasks for mathematical Olympiads.

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Chekanushkina, Elena, Elena Ryabinova, and Diera Pirova. "The Application of Mathematical Modeling in Building of Social and Environmental Competence of Future Technical Specialists in the Health Care Area." BIO Web of Conferences 26 (2020): 00036. http://dx.doi.org/10.1051/bioconf/20202600036.

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The paper considers building of social and environmental competence of future technical specialists. It shows that health care competence building is becoming more pressing issue each year. Behavioral patterns are formed in the process of training, upbringing and observing people around. They allow forming the ability or readiness to use the acquired interdisciplinary knowledge in professional activities related to health, safety of human life, as well as in the process of studying such disciplines as the “Elective Courses on Physical Education and Sports” and “Physical Education and Sports”. The patterns offer the possibility to develop a behavioral socio-ecological algorithm efficiently. In pedagogy and didactic processes, mathematical modeling is aimed at clarifying phenomena that are not amenable to experiment or unobservable as well as patterns of education for the development of efficient teaching technologies. The paper considers mathematical descriptions of the models for formation, interaction and efficiency of various target groups exemplified by Nordic walking, indoor soccer and interdisciplinary teams. It shows the dependence of student group population on an activity and quantitative composition of potential participants of sports group. This mathematical model is also applicable for building socioecological competence of future technical specialists in the framework of participation in interdisciplinary projects, research activities, Olympiads, social and environmental events that contribute to the assimilation of socio-ecological patterns of behavior, the condition for the development of which is the unity of cognitive and practical activities in the process of studying at the university. The paper includes the interim experiment results.

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Rout, Stephen. "A problem solver’s handbook. A guide to intermediate mathematical olympiads, Andrew Jobbings. Pp. 264. £14 (pbk) ISBN: 978-1-90600-1193 (UKMT)." Mathematical Gazette 98, no. 543 (November 2014): 570–72. http://dx.doi.org/10.1017/s0025557200008640.

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Yeo, Dominic. "Balkan Mathematical Olympiads by Mircea Becheanu & Bogdan Enescupp pp. 273, $59.95 (hard), ISBN 978-0-98856-225-7, XYZ Press (2014)." Mathematical Gazette 100, no. 547 (March 2016): 185–86. http://dx.doi.org/10.1017/mag.2016.47.

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Hristova, Gergana. "VARIOUS PROBLEMS FOR TEACHING GEOMETRY TO THIRD GRADE STUDENTS." Knowledge International Journal 28, no. 3 (December 10, 2018): 997–1003. http://dx.doi.org/10.35120/kij2803997g.

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The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

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Dudareva, NataliaVladimirovna, and Vladimir Yur’evich Bodryakov. "STUDENT MATHEMATICAL OLYMPIADS AND COMPETITIONS IN USPU AS AN INFORMAL LEVEL INDICATOR AND A TOOL OF MOTIVATION FOR DEEPENING THE SUBJECT TRAINING OF FUTURE TEACHERS." Pedagogical Education in Russia, no. 3 (2021): 119–35. http://dx.doi.org/10.26170/2079-8717_2021_03_14.

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Hołub, Maciej, Arkadiusz Stanula, Jakub Baron, Wojciech Głyk, Thomas Rosemann, and Beat Knechtle. "Predicting Breaststroke and Butterfly Stroke Results in Swimming Based on Olympics History." International Journal of Environmental Research and Public Health 18, no. 12 (June 20, 2021): 6621. http://dx.doi.org/10.3390/ijerph18126621.

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Here we describe historic variations in Olympic breaststroke and butterfly performance and predict swimming results for the 2021 Olympic Games in Tokyo. The results of the finalists, winners, and last participants in the women’s and men’s finals were analyzed, and a mathematical predictive model was created. The predicted times for the future Olympics were presented. Swimming performance among Olympians has been steadily improving, with record times of 18.51 s for female finalists in the 100 m butterfly (a 24.63% improvement) and 31.33 s for male finalists in the 200 m butterfly (21.44%). The results in all analyzed groups showed improvement in athletic performance, and the gap between the finalists has narrowed. Women Olympians’ performances have improved faster than men’s, reducing the gap between genders. We conclude that swimming performance among Olympians is continuing to improve.

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Meremikwu, Anne N., Cecilia O. Ekwueme, and Obinna I. Enukoha. "Gender Pattern in Participation and Performance at Mathematics Olympiads." Advances in Social Sciences Research Journal 1, no. 8 (December 30, 2014): 1–5. http://dx.doi.org/10.14738/assrj.18.620.

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Fabrykowski, Jacek, and Steven R. Dunbar. "39th USA Mathematical Olympiad 1st USA Junior Mathematical Olympiad." Mathematics Magazine 83, no. 4 (October 2010): 313–19. http://dx.doi.org/10.4169/002557010x521895.

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Fabrykowski, Jacek, and Steven R. Dunbar. "40th USA Mathematical Olympiad 2nd USA Junior Mathematical Olympiad." Mathematics Magazine 84, no. 4 (October 2011): 306–22. http://dx.doi.org/10.4169/math.mag.84.4.306.

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Fabrykowski, Jacek, and Steven R. Dunbar. "41st USA Mathematical Olympiad 3rd USA Junior Mathematical Olympiad." Mathematics Magazine 85, no. 4 (October 2012): 304–12. http://dx.doi.org/10.4169/math.mag.85.4.304.

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Fabrykowski, Jacek, and Steven R. Dunbar. "42nd USA Mathematical Olympiad 4th USA Junior Mathematical Olympiad." Mathematics Magazine 86, no. 4 (October 2013): 298–308. http://dx.doi.org/10.4169/math.mag.86.4.298.

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Fabrykowski, Jacek, and Steven R. Dunbar. "43rd USA Mathematical Olympiad, 5th USA Junior Mathematical Olympiad." Mathematics Magazine 87, no. 4 (October 2014): 301–9. http://dx.doi.org/10.4169/math.mag.87.4.301.

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Mamiy, Daud. "Caucasus Mathematical Olympiad." EMS Newsletter 2017-6, no. 104 (2017): 55–56. http://dx.doi.org/10.4171/news/104/8.

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