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Journal articles on the topic 'Olympiads'
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1
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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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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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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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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Belogrudova, Ludmila, Inese Dudareva, Vyacheslavs Kashcheyevs, and Arnis Voitkans. "NATIONAL PHYSICS OLYMPIADS FROM THE POINT OF VIEW OF PARTICIPANTS AND PHYSICS TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 84–95. http://dx.doi.org/10.17770/sie2021vol2.6209.
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The development of student's interests and skills is strategically important to foster their career choice in the field of science, technology and engineering, which is one of the goals of Latvia's National Development Plan for 2021-2027. Physics Olympiads can be used as one of the enrichment measures to supplement formal school teaching in raising student motivation and developing their skills and talents. We explore directions in which the existing system of Physics Olympiads can be improved, with the goals of reaching a wider audience of teachers and students and achieving further integration with the learning processes in schools. We have conducted a survey of physics teachers (NT=188), and participants (NP=486) of the second (county) stage of Latvian Physics Olympiad in January 2020. The aim of the survey was to find out: 1) What motivates students to participate and teachers to encourage participation in Physics Olympiads? 2) What resources are used for training? 3) What further support would students and teachers need for training for the Olympics? Based on the results of the survey, we propose specific measures to support teachers and students in their engagement with Physics Olympiads, report on the implementation progress, and give an outlook for the future.
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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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Grevtseva, Gulsina Ya, Rimma A. Litvak, Marina V. Tsiulina, Marina B. Balikaeva, and Anatoliy A. Pavlichenko. "Scientific Olympiad as Means of Students’ Youth Development." SHS Web of Conferences 50 (2018): 01205. http://dx.doi.org/10.1051/shsconf/20185001205.
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The article reveals the problem’s urgency of the students’ youth development in the conditions of the Olympiad movement. It analyzes the scientific views on the essence and significance of Olympiads on subjects. It defines the research key concepts and presents the scientists’ positions on the concept essence of “Olympiad”. The article specifies the objective and tasks of the Olympiads. It stresses the importance of Olympiads in improving the training quality of qualified specialists. It suggests the author’s understanding of the Olympiad educational potential on pedagogy and psychology. It points out the need of interactive technologies for the development of communicative, research, design and other competences. The article gives a brief description of individual practice-oriented competitions providing development of creative initiative activities, students’ mobility and their intellectual abilities.
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Bolshakova, Evgeniya. "Olympiad in the English Language as a Form of Alternative Language Assessment." Journal of Language and Education 1, no. 2 (June 1, 2015): 6–12. http://dx.doi.org/10.17323/2411-7390-2015-1-2-6-12.
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Although a variety of the English language written olympiads (language competitions) exist, fairly little is known about how they are different from traditional forms of language assessment. In Russia, olympiads in the English language are now gaining currency because they provide an opportunity to reveal creative thinking and intellectual abilities of pupils. The present study examined major differences between language olympiads and traditional forms of language assessment. A comparison of five main olympiads in the English language in terms of their levels, assessed skills and task types is made and their distinctive features are outlined. The results of a testing of a new written olympiad of the Higher School of Economics “Vysshaya proba” (Highest Degree) in the English language are analyzed. A set of test items was developed for 120 secondary school pupils in Moscow to find out whether they can easily cope with non-traditional form of assessment, which is language olympiad. The results indicate that language competition as a form of alternative assessment may be introduced at schools to encourage better learning.
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Romanova, Olga Viktorovna. "Chemistry Olympiads in the system of modern school education." Современное образование, no. 3 (March 2018): 61–70. http://dx.doi.org/10.25136/2409-8736.2018.3.22475.
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The subject of this research is the questions of students’ preparation for Chemistry Olympiads. The author analyzes the content of the school chemistry course, hosting of school Chemistry Olympiads and the issues of preparation, as well as formulates methodology of teaching the secondary school student how to solve the Olympiad tasks. The author also composes a number of standards for chemistry teacher aimed at the development of students’ creative abilities through solving the Olympiad tasks and selects the tasks for studying certain topics in the school chemistry course. The program of elective course that contributes to preparation of students for participation in Olympiads is being developed and tested. Having analyzed the research results, it is safe to say that the solution of Olympiad tasks is advantageous for the students, as they help to digest the new material. The majority of students believe that the Olympiad tasks should be used in educational process, because they develop thought process and creativity. A conclusion is made that introduction of the recommended elective course increases students’ interests in the subject, as well as the level of grasping the material and the quality of students’ knowledge.
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Finlay, Christopher J. "National Proxy 2.0." Communication & Sport 6, no. 2 (December 21, 2016): 131–53. http://dx.doi.org/10.1177/2167479516684756.
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The affordances of social media technologies increasingly allow Olympians to directly communicate with global audiences. Olympians can thus become more powerful autonomous discursive actors, threatening traditional Olympic power dynamics that have protected lucrative Olympic media streams. And yet, Olympians have yet to use social media technology to fully exercise their autonomy. This article adopts a social construction of technology lens within a larger critical discourse analysis framework to analyze the reticent behavior of social media–enabled Olympians. It is suggested that their social media voices are constrained by a powerful set of obligations to their nation-state. These obligations can be understood as ritualistic deep play national proxy identifications, which are constructed and reinforced by Olympic policies and practices, as well as larger sociocultural contextual factors. This argument is explicated through an analysis of Olympics policy documents and case studies from the first two Olympiads, where social media had a major impact: the London 2012 Games and the Sochi 2014 Winter Games.
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Khujaboy Qizi, Sadullaeva Nodira. "Developing Of Thinking And Creative Approach Towards Different Kinds Of Situations With The Help Of Solving Problems Of Mathematical Olympiads." American Journal of Interdisciplinary Innovations and Research 02, no. 11 (November 28, 2020): 81–86. http://dx.doi.org/10.37547/tajiir/volume02issue11-16.
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The relevance of the article is due to insufficient knowledge of the problem of development of divergent thinking of student by means of the subject Olympiad. The meanings of the subject Olympiad of school students and the Olympiad movement of school students are explained. Also shown are approximate problems from real Olympiads with solutions.
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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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Yatsura, Mykhailo, Anna Gamarnyk, Andriy Bezhenar, Olga Tadeush, and Darya Yemelyanova. "Solving school Olympiad problems as a means of quality profession-oriented training of future Physics teachers." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (June 24, 2021): 60–67. http://dx.doi.org/10.24195/2617-6688-2021-2-8.
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The relevance of the study is explained by the need to increase the level of teaching Physics, to identify and develop creative abilities of both schoolchildren and students, future teachers of Physics. The preparation for Olympiads and their holding helps to raise interest in Physics. The analysis of scientific sources shows that, despite the interest of scientists in the problem of organising and improving the preparation of students for the Physics Olympiads, this problem needs further study. In particular, the pedagogical conditions for preparing students for the Physics Olympiads have not been identified; effective methods, forms and means of teaching, possibilities of information and communication technologies aimed at training students for the Physics Olympiads have not been sufficiently studied, which is especially relevant in distance training. The purpose of the study is to identify and implement pedagogical conditions for training students majoring in Secondary Education (Physics) at Ushynsky University, to develop skills in solving school Olympiad problems. In accordance with the set goal, pedagogical conditions for preparing future Physics teachers to solve school Olympiad problems have been identified and introduced into the educational process, namely: creation of interactive interaction between teachers and students in the process of solving Olympiad problems; use of modern Internet technologies, distance learning methods in the educational environment as an important factor in intensifying independent work in the process of profession-oriented training in solving school Olympiad problems. According to students, the introduction of certain pedagogical conditions contributed to increasing the level of profession-oriented training aimed at future teachers of Physics, the development of these skills: the ability to interest students in Physics; create an atmosphere of emotional enthusiasm in teaching Physics; teach basic algorithms and approaches to solving non-standard problems; to teach non-standard thinking and initiative not only in solving physical problems, but also in solving life situations; to increase the level of knowledge of English in a professional direction.
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Troeshestova, D. A. "Olympiad Movement in the System of Partnership “School–University–Enterprise”." Higher Education in Russia 27, no. 12 (January 18, 2019): 116–25. http://dx.doi.org/10.31992/0869-3617-2018-27-12-116-125.
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The article addresses the problem of organizing Olympiads and competitions for schoolchildren and students by the University to identify and support them in their individual educational and career trajectory, with the participation of employers in the region. To solve this problem, I.N. Ulianov Chuvash State University is implementing a number of projects in the partnership system «school – University – enterprise». The article highlights the activities of the Centre for working with the talented youth of I.N. Ulianov Chuvash State University aimed at realization of the strategic project roadmap of the University «Formation and development of the complex for popularization of promising careers, engaging and support of the talented youth in the system of multilevel anticipatory staff training». The article describes a unique experience in organizing academic Olympiads and creative design contests for schoolchildren in conjunction with innovative enterprises of the Chuvash Republic, among which are: «Hope of Chuvashia electrical engineering», «Hope of Chuvashia mechanical engineering», «Builders of the future », «Electronics 4.0», «IT-Ring». Winners and prizeholders of these academic Olympiads and contests get involved into the work of professional navigational guidance platform of the University «Center for career planning». Currently, the University is actively working on adaptation and introduction of the tutorship model. Key indicators of Olympiad movement efficiency in the network of cooperation with enterprises are provided. An analysis of these indicators makes it possible to conclude that various academic Olympiads and competitive activities for schoolchildren held together with enterprises-partners increase the number of winners and prize-holders of the highest level academic Olympiads entering the University. The article also discusses the forms of supplementary education for gifted schoolchildren and their teachers-tutors. It is stated that the value is not holding Olympiads and identifying talented schoolchildren, but regular classes with them in clubs and in supplementary education courses. It is concluded that by attracting talented graduates of secondary educational institutions to enter the University and their active participation in student Olympiad movement organized in partnership with leading innovative enterprises, the problem of professional elite developing in the region is successfully being solved.
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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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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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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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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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Абросимов, С., S. Abrosimov, Д. Тихонов-Бугров, D. Tikhonov-Bugrov, К. Глазунов, and K. Glazunov. "Geometric-Graphic Student Olympiad in St. Petersburg." Geometry & Graphics 7, no. 2 (August 15, 2019): 76–86. http://dx.doi.org/10.12737/article_5d2c350baf0b28.40160405.
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Two geometric-graphic Olympiads are held in St. Petersburg: the urban Olympiad in descriptive geometry, initiated by BSTU “VOENMECH” since 1979, and the Olympiad called “Engineering Computer Graphics”, conducted by LETI and ITMO. The peculiarity of the Olympiad in descriptive geometry is its democracy. Its content and organization features are supervised by the professional community, which is united by the section “Geometry, Graphics, Design” of the House of Scientists named after M. Gorky. Competition tasks are developed not only by the organizers. Accepted and suggestions of participants. The content of the Olympiad eventually changes, contributing to its development. Thus, at the suggestion of a number of participants, a comprehensive task was introduced to know the main sections of the course, the task of composition of the task. Despite the withdrawal of the course of descriptive geometry from a number of standards, the fundamentals of this discipline are kept up to date with engineering graphics, which ensures participation in the Olympiad of 7–10 leading technical universities of the city. Olympiad in engineering computer graphics can be attributed to the problem: the level of tasks, focused exclusively on the bachelor degree; on the principles of organization (problem bank of tasks, features of the appeals process); authoritarian chairman of the jury. As a result, it was boycotted by universities, which, unlike the winners, show decent results at All-Russian Olympiads. Among the All-Russian Olympiads, the Olympiad held by MIT stands out. The organizers managed to create a complex competition, which included the ability to solve interesting applied problems on an orthogonal drawing, possession of tools for creating three-dimensional models and drawings of technical products. Given the experience of MIT, the need to create in St. Petersburg an alternative computer graphics competition that is not purely instrumental in nature, the GUT organized an Olympiad called “Total Drawing”. This competition, held under the direction of the chairman of the jury of Professor D.Voloshinov, is gaining popularity. The article discusses and analyzes the principles of organization and the content of these competitions, offers for their modernization and development.
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Zubrilin, A. A., and V. A. Rybkina. "Moodle e-course management system as a tool for holding distance Olympiads at university." Informatics and education, no. 1 (March 21, 2021): 9–19. http://dx.doi.org/10.32517/0234-0453-2021-36-1-9-19.
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The article reveals the functionality of the e-courses management system Moodle as a tool for holding Olympiads in a distance format. The technology of development of tasks for the Olympiad is described, taking into account their implementation in Moodle, and two ways of presenting tasks are shown: 1) as a single test with a given number of questions and with different forms of test questions; 2) in the form of several separate tests, distributed over course modules. It is substantiated that the choice of the way of presenting tasks depends on the specifics of the Olympiad and on the presence/absence of the need to divide tasks into thematic modules. A description of the types of test questions that can be used for the tasks of the Olympiad is given: open form, closed form, multiple choice, essays, etc. As an example, the stages of developing an Olympiad in information security for students of pedagogical university are described. The system of tasks of the Olympiad is given and it is shown how to present these tasks in Moodle for automatic and manual checking. The technology described in the article allows the development of distance Olympiads for both students and schoolchildren. Students of pedagogical university were selected as the target audience. The procedure for evaluating the Olympiad tasks completed by students in manual and automated form is demonstrated with specific examples.
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Dolinskaya, M. A., and M. S. Dolinsky. "TECHNOLOGY OF DIFFERENTIATED TEACHING TEXT PROGRAMMING IN PRIMARY SCHOOL ON THE BASIS OF SITE DL.GSU.BY." Informatics in school 1, no. 1 (March 13, 2019): 23–28. http://dx.doi.org/10.32517/2221-1993-2019-18-1-23-28.
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The article describes the technology of learning text programming in primary school based on the site DL.GSU.BY. The key features of the technology are the following: zero entry threshold; text programming propaedeutics; developing, interesting, differentiated, task-oriented learning; minimalist approach to the theory; conducting regional programming Olympiads for pupils of grades I–IV; preparing primary school students for participation in Olympiads for students of V—VIII grades; presence of tasks on school, Olympiad and informatics mathematics; contests which motivate to permanent classes; many years of practical experience; practice-proven learning scalability; effectiveness; low requirements for professional qualifications of the teacher; availability of an accelerated course of studying; support the transition to learning C++.
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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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Honchar, I. A., and S. V. Zaiets. "The Student’s Olympiad as a Form of Professional Training for Analysts-Statistician." Statistics of Ukraine 85, no. 2 (August 22, 2019): 31–41. http://dx.doi.org/10.31767/su.2(85)2019.02.04.
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The article describes the practical experience in organizing the first All-Ukrainian Olympiad on Economic Analytics and Statistics, aiming to improve the quality of professional training, increase the students’ interest to in their chosen profession and create conditions for students to acquire the necessary professional skills and abilities, and gain experience in educational and professional activities. The assessment of the foreign labor market for specialists in Statistics / Analytics / Finance, allowing to determine the relevance of the profession in the near future, is given. A review of the competencies of a statistics analyst, acquired by future specialists in domestic higher education institutions, is made. It is emphasized that formation of the professional competencies cannot be confined to individual disciplines or educational programs; it requires the conditions for the effective influence of educational technologies, methods, organizational forms, learning environments, including the participation of students in intellectual competitions and Olympiads.
For understanding the structure and specificity of tasks at the first All-Ukrainian Olympiad on Economic Analytics and Statistics, examples of the tasks simulating various aspects and components of an analytical study are given. The results shown by the students participating in the Olympiad are analyzed in comparison with the current requirements to the professional competencies in analytics and statistics. The conclusion about the diagnostic function of Olympiad is made.
The link to the web-site where the Olympiad materials are displayed, allows for using the innovative approaches to lecturing in higher educational institutions as part of the academic program for economic analysts. The current trends in support of gifted students are outlined, and proposals are made on how to improve the effectiveness of student Olympiads in Economic Analytics and Statistics.
Measures for the potential implementation of “social lift” system for young statistics analysts are highlighted. It is stressed that the training of students for Olympiads can be a means elevating their professional and intellectual level, motivating their self-organization and self-realization, and increasing their overall statistical education.
Further research will focus on feasibility studies and proposals related with adoption of new professions dealing with statistical analytics.
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Ersteniuk, Yaroslav, Ivan Gasyuk, Anna Boryschak, and Petro Yakubovskyi. "Methodology of Problems Creation and Selection for Astronomy Olympiads on Example of Tasks on the Topic of Kepler's Laws." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (April 21, 2020): 156–65. http://dx.doi.org/10.15330/jpnu.7.1.156-165.
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Based on many years of experience in the organization of the third stage of Ukrainian National Astronomy Olympiad, the authors of the article attempt to formulate general principles for the selection and compilation of astronomy olympiad problems, as well as to demonstrate the application of the described principles on the example of astronomy olympiads in Ivano-Frankivsk region. The peculiarities of school Olympiad in astronomy, the purpose of their conduct, the specificity of task packages, including necessity for differentiation by complexity and topics, were analyzed. A characteristic feature of the Olympiad tasks is their non-standard nature, necessity to use methods that are unusual for students to solve problems. On the other hand, such tasks should match intellectual development of the competition participants, and the course of the solution should be accessible to understanding and should not require knowledge of a university program. In particular, on the basis of the analysis by the authors of the process of compiling astronomy Olympiad tasks, which were offered to students in the past years at the regional stage of the student Olympiads, were identified, the methods of their creation were systematized and characterized. Each method contains a detailed explanation, justification for its use and examples, both analytical and practical. For the sake of clarity, the topic “Kepler Laws” was choosen for Olympiad problems, which were analyzed and methods used to create them were described. This topic is one of the fundamental in the schoolar astronomy, which determines both the need to include such tasks in the Olympiad program and the complexity of their choice, and creation, because the topic is narrow enough and is qualitatively covered in various textbooks and collections of problems.
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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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HASEGAWA, Akira. "International Science Olympiads." Journal of The Institute of Electrical Engineers of Japan 127, no. 8 (2007): 509. http://dx.doi.org/10.1541/ieejjournal.127.509.
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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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Rotar Pance, Branka, and Ema Igličar. "Students’ Musical Creativity and the Role of Teachers - a Study of Compositions Written for the Music Olympiad." Musicological Annual 53, no. 1 (June 23, 2017): 165–83. http://dx.doi.org/10.4312/mz.53.1.165-183.
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Creativity is the focus of research in various areas. The present paper focuses on creativity in music and the role of the teacher in stimulating and developing it in an individual’s musical development. It highlights the importance of evaluating musical ideas, the creative process and final products. The Music Olympiad involves a presentation of competitor’s own compositions. In the research, we analysed the characteristics of the compositions written for and performed at the first three Slovene Music Olympiads.
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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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Lenchner, George. "Olympiads for Elementary Schools." Arithmetic Teacher 32, no. 5 (January 1985): 22–24. http://dx.doi.org/10.5951/at.32.5.0022.
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Mathematics competitions are widely used to promote interest and enthusiasm for problem solving in programs for capable, talented, and gifted students at the secondary school and college levels. Such competitions are available at the national, state, and local levels. However, few competitions are available at the elementary school level. This lack may be related to some shortcomings of the elementary school mathematics program for capable, talented, and gifted children. Among the shortcomings are (1) a lack of agreement on what special topics and extensions of the curriculum are appropriate, (2) a shortage of teachers trained to teach such topics and exten ions where they exist, and (3) a lack of sources for related “good” problems.
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Liiber, Ülle, and Jüri Roosaare. "Geography Olympiads in Estonia." International Research in Geographical and Environmental Education 16, no. 3 (August 15, 2007): 293–98. http://dx.doi.org/10.2167/irgee211d.0.
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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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Stachowski, Greg, and Aniket Sule. "The impact on education of Astronomical Olympiads and the International Olympiad on Astronomy and Astrophysics." EPJ Web of Conferences 200 (2019): 01011. http://dx.doi.org/10.1051/epjconf/201920001011.
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Astronomical Olympiads and similar competitions for highschool students have been run in some countries for more than half a century, and last year marked the tenth anniversary of the largest such competition with global reach, the International Olympiad on Astronomy and Astrophysics. The effect of these has been to reach out to a large number of school students who might not otherwise have considered astronomy as a subject; help maintain a high, guided standard of astronomy education even in countries where astronomy is not (or no longer) on the curriculum; and to encourage those students who participate to strive harder and pursue astronomy further by giving them goals to aim for, rewarding their efforts with medals, recognition and participation in the international events in interesting locations and, above all, showing them that there are many other students just like them both in their own country and around the world. Many of the students go on to careers in astronomy education or research. We believe that Astronomy Olympiads are a very valuable element in the astronomy education framework which can be used to further the common goal of sustaining and growing the astronomical community.
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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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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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Kuzmenko, Nikolai Egorovich, Georgiy Vasilevich Lisichkin, Nikolai Khristovich Rozov, and Oksana Nikolaevna Ryzhova. "A teacher’s almanac first published by MSU’s faculty of chemistry celebrates anniversary." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2014): 72–81. http://dx.doi.org/10.51314/2073-2635-2014-4-72-81.
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This article is dedicated to the tenth anniversary of a “Natural Science Education” Almanac that was started with the help of the International Mendeleev Chemistry Olympiad. Now it is a quite prominent, authoritative and often quoted edition. The Almanac includes a selection of highly informative articles dedicated to the various issues of such spheres as teaching, didactics, educational policies, organization of educational programs (not only for chemistry but also for other natural sciences and mathematics), methods of teaching chemistry in schools, institutes, universities, as well as Olympiads, programs for gifted students and international exchange of experience in education field.
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Kravchenko, Yuliya Dmitrievna. "Organization of Subject Olympiads for Schoolchildren (by the Example of Olympiads in Journalism)." Pedagogika. Voprosy teorii i praktiki, no. 2 (April 2020): 180–84. http://dx.doi.org/10.30853/pedagogy.2020.2.9.
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Malinovskaya, Marina Pavlovna. "Technology of the organization and experience of the pedagogical olympiad." Journal of Pedagogical Innovations, no. 2 (July 30, 2021): 86–94. http://dx.doi.org/10.15293/1812-9463.2102.09.
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The article deals with the problem of organizing and conducting a pedagogical Olympiad for students. The theoretical foundations of the organization of Olympiads in pedagogy, disclosed in the scientific literature, are presented. The purpose of the article is to determine the essential characteristics of this form of extracurricular work with students, the organizational conditions that are important for solving the problems of modern higher education. The article describes the technology of preparation and implementation of the Pedagogical Olympiad in a higher education institution focused on the training of a competent specialist: the stages of activity, the purpose and objectives, competitive tasks and the tool for their evaluation, organizational conditions. The article presents the experience of conducting such an extra-university event at the Novosibirsk State Pedagogical University. The description of the Olympiad tasks developed taking into account the competence approach and in the context of innovative technologies of teaching in higher education is given. The methodological foundations of the organization are revealed.
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Orlov, Viktor, Evgeny Kiselev, Andrey Morozov, Evgeny Farrakhov, Aslambek Germakhanov, Alexander Chernykh, Evgeniya Sidorova, et al. "Youth geological movement as a factor of staff formation within the Russian geological industry." Domestic geology, no. 1 (March 31, 2021): 5–18. http://dx.doi.org/10.47765/0869-7175-2021-10001.
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The paper reviews the background of the Russian youth movement. Succession of children’s and school education in geosciences for over 150 years is shown. For the past 55 years, the Russian geological olympiad of young geologists has been among the most significant events to improve geological education level in school, share experience and promote geological job. Features of organization, holding, judging and team participation in the Russian young geologist olympiads at the current stage are characterized. It's shown the important role played by Rosnedra, ROSGEO and teachers of numerous young geologist clubs in providing school students with ideas of geologist work features and basic geological knowledge for national economy development. Program features and results of the latest XII young geologist olympiad are presented. Information is provided on the most prominent young geologist schools from Perm, Chelyabinsk, Moscow, Krasnoyarsk and other cities
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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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Dushenkov, Vjacheslav M. "Biological Olympiads in the USSR." American Biology Teacher 55, no. 7 (October 1, 1993): 399–404. http://dx.doi.org/10.2307/4449698.
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Yarmolyuk, Olena. "Еnvironmental legacy of the olympiads." Theory and Methods of Physical Education and Sports, no. 1 (December 27, 2013): 113–16. http://dx.doi.org/10.32652/tmfvs.2014.1.113-116.
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Kashpur, Vitalii Viktorovich, Aleksandr Valer'evich Gubanov, Artem Viktorovich Feshchenko, Mariya Sergeevna Izofatova, and Alina Vladimirovna Kobenko. "Correlation between academic achievements of high school students and their digital shadow in social network." Педагогика и просвещение, no. 4 (April 2020): 37–51. http://dx.doi.org/10.7256/2454-0676.2020.4.33952.
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This article examines the correlation between digital shadow of high school students in the social network “Vkontakte” and their high academic achievements (medal places in All-Russian Olympiads). Using the API “Vkontakte”, the author pulled digital shadow of the users, classifies whether a student is a medalist of Olympiads, and which groups of variables (personal characteristics, popularity, recentness of posts, and subscriptions to communities) have strongest influence upon the classification accuracy. User data from “Vkontakte” social network of 12,588 graduates of 2019 and 2020, and algorithms for machine learning are used for classification. As a result the conducted research, correlation is established between the level of educational potential, as a student's ability to win in Olympiads, and the content appealing to such students. The author also outlines 63 communities in “Vkontakte” that are most significant for carrying out classification of students participating in the research. Among the communities that enjoy most popularity among the winners of Olympiads, are those related to science and passing the unified state exam, as well as intellectual memes. The subscriptions of students not participating in the Olympiads indicate the communities featuring humor and entertainment content. This observation contradicts the opinion widespread in pedagogical community on the negative impact of social networks upon academic achievements of the students. The online platform “Vkontakte” contains not only entertainment content, but also information that stimulates cognitive interest and academic motivation.
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Efimova, Natalya Vladimirovna, Tatyana Viktorovna Shilkova, and Tatyana Leonidovna Sokolova. "Improving the content of schoolchildren training for the practical round of the regional stage of the All-Russian Biological Olympiad." Samara Journal of Science 8, no. 2 (April 1, 2019): 334–41. http://dx.doi.org/10.17816/snv201982302.
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One of the tasks of the modern educational system is to develop and support talented young people. One way of it could be the subject Olympiads for schoolchildren, which contribute to the professional orientation of students and their future success in life increasing students interest in science as well as developing their creative potential and cognitive activity. The experience of carrying out various stages of the All-Russian Biological Olympiad for schoolchildren in Biology showed that in order to achieve high results, participants of the Olympiad need a methodically sound system of training camps and advice from specialists in various fields of Biology. The paper summarizes long-term experience of organizing a practical tour of the regional stage of the All-Russian Olympiad for schoolchildren in Biology at the department of General biology and Physiology of the South Ural State Humanitarian Pedagogical University. The authors present methodological recommendations aimed at improving schoolchildren training for a practical tour of the regional stage of the All-Russian Olympiad in Biology (room Human Biology, grade 9), including a description of typical mistakes made by participants in the Olympiad, an algorithm for performing practical tasks on microscopy of histological preparations, criteria for differentiating histological objects, examples of Olympiad tasks with a matrix of answers.
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Arzhannikov, Andrey V., and Boris A. Knyazev. "First Online Physics Olympiads between United Russian-American High-School Teams." Siberian Journal of Physics 15, no. 1 (2020): 108–38. http://dx.doi.org/10.25205/2541-9447-2020-15-1-108-138.
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The article is dedicated to the twentieth anniversary of two Internet physics olympiads organized by the Physics Department of Novosibirsk State University, in which senior pupils from Russia and the USA participated. For the time when before the advent of popular social networks there were a few more years when the currently popular messengers were not yet widespread, the organization of such competitions was technically and organizationally far from a trivial task. It was also necessary to overcome the problem of different programs and different levels of school physics teaching in Russia and the USA, as well as the problem of the language barrier. All these tasks were successfully solved by the joint efforts of the Russian and American organizing committees, and in 1999 the competitions Novosibirsk – San Diego and in 2000 Novosibirsk – St. Petersburg – San Diego – Seattle were held. A successful invention that allowed equalizing the chances of teams and replacing interethnic rivalry with cooperation was the idea to hold competitions between international teams, consisting of an equal number of Russian and American schoolchildren communicating with each other via direct video communication. Sets of tasks were prepared for the olympiads, both ordinary, written, and video clips with tasks-demonstrations. The latter have been particularly successful in resolving the problem of the language barrier. The great help in conducting these two Olympiads was the many years of experience gained by NSU during the All-Siberian Olympiads and the idea of the demonstration tasks used in entrance examinations at the Physics Department of NSU. We present in this article both the content of the tasks of the Olympiads and the responses of the domestic and American press to the events described.
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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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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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Smith, Lauren Reichart, and Paul J. MacArthur. "Striking the Balance: The Portrayal of Male and Female Athletes on NBC’s Primetime Television Broadcast of the 2018 PyeongChang Winter Olympic Games." Electronic News 14, no. 4 (November 17, 2020): 168–86. http://dx.doi.org/10.1177/1931243120972410.
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All 63.5 hours of NBC’s 2018 primetime Winter Olympic broadcast from PyeongChang were analyzed to determine differences between the network’s treatment of male and female athletes. For the first time in any Winter Olympiad studied, women received more athlete mentions than men and women accounted for the majority of the most mentioned athletes. A woman was the most mentioned athlete, the first time this finding has appeared on an NBC Winter Olympic broadcast. When individual sports were examined, however, men received more mentions in nine of the 15 winter sports, and a male was the most mentioned athlete in 10 winter sports. Analysis of NBC announcer dialogues revealed significant differences in only three areas, differing from past findings in previously studied Olympiads. Longitudinal context is articulated.