Relevant bibliographies by topics / USA Mathematical Olympiad

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'USA Mathematical Olympiad'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "USA Mathematical Olympiad"

1

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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Bajnok, Béla. "Report on the 49th Annual USA Mathematical Olympiad." Mathematics Magazine 94, no. 2 (March 15, 2021): 138–47. http://dx.doi.org/10.1080/0025570x.2021.1867408.

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Bajnok, Béla. "Report on the 50th Annual USA Mathematical Olympiad." Mathematics Magazine 95, no. 1 (December 20, 2021): 61–70. http://dx.doi.org/10.1080/0025570x.2022.2001226.

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Bajnok, Béla, and Enrique Treviño. "Report on the 52nd Annual USA Mathematical Olympiad." Mathematics Magazine 97, no. 1 (January 2024): 67–77. http://dx.doi.org/10.1080/0025570x.2024.2285594.

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Bajnok, Béla, and Evan Chen. "Report on the 12th Annual USA Junior Mathematical Olympiad." College Mathematics Journal 53, no. 1 (December 20, 2021): 13–20. http://dx.doi.org/10.1080/07468342.2021.1991168.

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Mientka, Dr Walter. "Twenty-Fifth Annual USA Mathematical Olympiad - Problems and Solutions." Mathematics Magazine 70, no. 3 (June 1997): 234–40. http://dx.doi.org/10.1080/0025570x.1997.11996547.

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Dissertations / Theses on the topic "USA Mathematical Olympiad"

1

Shields, Carol Hagler. "A study of the achievement and attitudinal effects of the mathematical olympiad for elementary schools." Thesis, Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/52075.

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The effects of participation of fifth grade students in the Mathematical Olympiad for Elementary Schools were investigated. Fifth grade subjects at one school who participated in the Mathematical Olympiad for Elementary Schools were compared with non-participants in routine and non-routine mathematics problem-solving achievement, non-routine problem-solving process levels, and attitudes towards mathematics. Results indicated that participation positively affected the participants’ non-routine problem-solving process levels but no uniform results were found on the other factors. The importance of appropriate non-routine mathematics problem-solving tests was indicated as a future source of study. A description of the investigation, instruments and results is included.
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Maciel, Marcos Vinicius Milan. "GEMaTh : a criação de um grupo de estudos segundo fundamentos da Educação Matemática crítica : uma proposta de educação inclusiva." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/14729.

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O objetivo deste trabalho foi organizar e desenvolver um conjunto de atividades extracurriculares com um grupo de alunos de uma escola pública federal de Educação Básica interessados em aprofundar seus conhecimentos em Matemática. Tais atividades foram elaboradas com base em questões propostas nas provas da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP) e de acordo com alguns dos Fundamentos Filosóficos da Educação Matemática Crítica de Ole Skovsmose. A consolidação dessas atividades, a partir da criação de um espaço institucional denominado Grupo de Estudos Professor Malba Tahan (GEMaTh), possibilitou que esse grupo de alunos pudesse ser reconhecido pela comunidade escolar. Nesse sentido, a valorização da característica comum associada a esses alunos – o interesse pelo estudo da Matemática – enquadra-se numa concepção de Educação Inclusiva, a qual defende o direito à diferença. A relevância das atividades realizadas com os alunos do GEMaTh é justificada a partir da hipótese de que, no futuro, esses alunos poderão compor e qualificar os quadros, acadêmicos e profissionais, de natureza técnico-científica, que são fundamentais ao desenvolvimento econômico e social de nosso país.
The present work aims to organize and develop a set of extracurricular activities with a group of students from a federal public school who are interested in improving their Mathematical skills. These activities have been based on questions offered in the Public Schools Mathematical Olympiad (PSMO) and are in accordance with some of the philosophical fundaments of Ole Skovsmose´s Critical Mathematics Education. The consolidation of these activities – started with the creation of an institutional area entitled Professor Malba Tahan´s Study Group (GEMaTh) – enabled the recognition of these students in the scholarly community. Therefore, the value of the common characteristic connected to these students – their interest in the study of mathematics – is linked to an inclusive educational conception, which supports the right to difference. The relevance of the activities done with the students from GEMaTh is justified from the hypothesis that they will further constitute and qualify the technical-scientific academic and professional staffs which are essential to our country’s social-economic development.
El objetivo de este trabajo fue organizar y desarrollar un conjunto de actividades extracurriculares con un grupo de alumnos de una escuela pública federal de Educación Básica interesados en profundizar sus conocimientos en Matemáticas. Tales actividades fueron elaboradas con base en cuestiones propuestas en las pruebas de la Olimpíada Brasileira das Escolas Públicas (OBMEP) y de acuerdo con algunos de los Fundamentos Filosóficos de la Educación Matemática Crítica de Ole Skovsmove. La consolidación de esas actividades, a partir de la creación de un espacio institucional llamado Grupo de Estudios Profesor Malba Tahan (GEMaTh), posibilitó que ese grupo de alumnos pudiera ser reconocido por la comunidad escolar. En ese sentido, la valoración de la característica común asociada a esos alumnos – el interés por el estudio de las Matemáticas – se encaja en una concepción de Educación Inclusiva, la cual defiende el derecho a la diferencia. La relevancia de las actividades realizadas con los alumnos del GEMaTh es justificada a partir de la hipótesis de que, en el futuro, esos alumnos podrán componer y calificar los cuadros académicos y profesionales de naturaleza técnico-científica, los cuales son fundamentales al desarrollo económico y social de nuestro país.
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Lisi, Eliene Cristine Izu Nakamura. "Olimpíadas de Matemática sua importância na divulgação e aprendizagem da Matemática. Uma experiência de análise, diagnóstico e intervenção didático pedagógica." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/155890.

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As Olimpíadas de Matemática, nos moldes atuais, são disputadas desde 1894. A primeira olimpíada ocorreu na Romênia. Com o passar dos anos, competições semelhantes se espalharam pelo mundo. Em 1959 foi realizada a primeira Olimpíada Internacional de Matemática, esta competição se expandiu gradualmente para mais de 100 países. Em 1979, a Sociedade Brasileira de Matemática (SBM) organizou a 1ª Olimpíada Brasileira de Matemática (OBM), que durante esses anos passou por diversas mudanças. Este trabalho tem o objetivo de mostrar como as olimpíadas de matemática podem ser utilizadas como fonte de divulgação e estímulo para o ensino e a aprendizagem da matemática, além de desenvolver e aperfeiçoar a capacitação de professores e também como fonte de dados para a melhoria do ensino e aprendizado. Foi realizada uma descrição das principais competições de matemática que tiveram como participantes alunos de uma escola da cidade de Bauru-SP, com destaque para o HMMT (The Harvard-MIT Mathematics Tournament), bem como quais foram as ferramentas utilizadas na preparação desses alunos, além de uma análise de dados visando uma intervenção didático pedagógica. Por fim são apresentadas questões de olimpíadas de matemática que têm em suas soluções a utilização de conteúdos abordados nas diversas disciplinas do PROFMAT.
The Mathematical Olympiads of the present day have been disputed since 1894. The first Olympiad was played in Romania. Over the years, similar competitions have spread throughout the world. In 1959, the first International Mathematical Olympiad was held, this competition gradually expanded to more than 100 countries. In 1979, the Brazilian Mathematical Society (SBM) organized the 1st Brazilian Mathematical Olympiad (OBM), which during these years underwent several changes. This paper aims to show how mathematical olympiads can be used as a stimulus for teaching and learning mathematics, as well as to develop and improve teacher training and also as a data source for improving teaching and learning. A description of the main math competitions was carried out, which included students from a school in the city of Bauru, SP, highlighting the HMMT (The Harvard-MIT Mathematics Tournament) and which tools were used to prepare the students as well as the analysis of data for pedagogical didactic intervention. Finally, questions are dealt with in Mathematical Olympiads, with resolution through contents of the PROFMAT disciplines.
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Books on the topic "USA Mathematical Olympiad"

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1956-, Andreescu Titu, and Feng Zuming, eds. USA and International Mathematical Olympiads 2000. Washington, DC: Published and distributed by the Mathematical Association of America, 2001.

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Zuming, Feng, ed. 102 combinatorial problems: From the training of the USA IMO team. Boston: Birkhäuser, 2003.

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Andreescu, Titu. 102 combinatorial problems: From the training of the USA IMO team. Boston: Birkhäuser, 2003.

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

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Andreescu, Titu, and Zuming Feng, eds. USA and International Mathematical Olympiads 2000. Providence, Rhode Island: American Mathematical Society, 2001. http://dx.doi.org/10.1090/prb/004.

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Andreescu, Titu, and Zuming Feng, eds. USA and International Mathematical Olympiads 2002. Providence, Rhode Island: American Mathematical Society, 2003. http://dx.doi.org/10.1090/prb/012.

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Andreescu, Titu, and Zuming Feng, eds. USA and International Mathematical Olympiads 2003. Providence, Rhode Island: American Mathematical Society, 2004. http://dx.doi.org/10.1090/prb/013.

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1956-, Andreescu Titu, Feng Zuming, and Mathematical Association of America, eds. USA and International Mathematical Olympiads, 2003. Washington, D.C: Mathematical Association of America, 2004.

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Zuming, Feng, Rousseau Cecil, Matchett Wood Melanie, and Mathematical Association of America, eds. USA and International Mathematical Olympiads, 2005. Washington, D.C: Mathematical Association of America, 2006.

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Andreescu, Titu, and Zuming Feng, eds. USA and International Mathematical Olympiads of 2001. Providence, Rhode Island: American Mathematical Society, 2002. http://dx.doi.org/10.1090/prb/007.

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Book chapters on the topic "USA Mathematical Olympiad"

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"USA Olympiad Problems." In Anneli Lax New Mathematical Library, 1–14. Providence, Rhode Island: American Mathematical Society, 1988. http://dx.doi.org/10.1090/nml/033/01.

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"The Problems." In USA and International Mathematical Olympiads 2005, 1–6. Providence, Rhode Island: American Mathematical Society, 2006. http://dx.doi.org/10.1090/prb/017/01.

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"Hints." In USA and International Mathematical Olympiads 2005, 7–10. Providence, Rhode Island: American Mathematical Society, 2006. http://dx.doi.org/10.1090/prb/017/02.

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"Formal Solutions." In USA and International Mathematical Olympiads 2005, 11–54. Providence, Rhode Island: American Mathematical Society, 2006. http://dx.doi.org/10.1090/prb/017/03.

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"Problem Credits." In USA and International Mathematical Olympiads 2005, 55–56. Providence, Rhode Island: American Mathematical Society, 2006. http://dx.doi.org/10.1090/prb/017/04.

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"Glossary." In USA and International Mathematical Olympiads 2005, 57–62. Providence, Rhode Island: American Mathematical Society, 2006. http://dx.doi.org/10.1090/prb/017/05.

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"Further Reading." In USA and International Mathematical Olympiads 2005, 63–68. Providence, Rhode Island: American Mathematical Society, 2006. http://dx.doi.org/10.1090/prb/017/06.

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"Appendix." In USA and International Mathematical Olympiads 2005, 69–78. Providence, Rhode Island: American Mathematical Society, 2006. http://dx.doi.org/10.1090/prb/017/07.

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Conference papers on the topic "USA Mathematical Olympiad"

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

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The level of mathematical preparedness of secondary-school graduates influences not only the possibility of entering natural science faculties of university, but also the success of subsequent education. At present, when enrolling in Russian universities, the mathematical preparation of the entrant is assessed based on the result of the Unified State Exam. This research proposed to use the mathematical content of competitive chemistry tasks for indirect assessment of the degree of the university applicant's preparedness. Keywords: chemistry education, Unified State Exam, Chemistry Olympiad, entrance examination.
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Avotiņa, Maruta, Elīna Buliņa, Guna Brenda Pogule, and Agnese Zīlīte. "The Impact on the Mathematics Curriculum for Grades 7–9 in the Competency-Based Approach in the Learning Process in Latvia." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.50.

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From the school year 2020/2021 in Latvia has been introduced a new basic education standard as well as competency-based learning. The aim of the article is to describe the main changes in the mathematics curriculum for Grades 7–9. The method used in this article is document analysis as documentary research. We also describe pupils’ results in Latvian Regional Olympiad 2022 problems that are related to school topics. The changes in the standard make some significant changes to the mathematics subject curriculum as well as focus on different teaching methods. Compared to the previous mathematics standard, some topics have been reordered and some have been moved to the secondary school. The correct use of mathematical language and use of different problem-solving strategies play an important role in the current teaching process. Understanding a mathematical concept or quantity is primary to practising calculating the numerical value of that quantity, which is necessary but secondary. In the past, more emphasis was placed on exercises and solving tasks according to a given algorithm. As the education system in Latvia is in the process of transition, it is important to understand how the changes might affect pupils’ knowledge and skills in mathematics.
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Anghel, Gheorghe, Iulia andreea Anghel, and Catalin Radu. "VISUAL SOLUTIONS FOR LEARNING IN THE VIRTUAL ENVIRONMENT." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-064.

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The presented article analyzes the educational process from a blended learning approach and describes a way of individual study in e-learning system. Designed as a practical application, the method consists in the use of auxiliary materials made available by the teacher in a virtual environment, in an science laboratory. The innovative element related to the technology enhanced learning is given by the description of the use and the results of the visual representations proposed. The applications were developed in several test solving exercises each of them having as purpose the development of the student's capacity of resuming the knowledge taught along the years of study. From a didactic point of view the described method implies mixed knowledge of Mathematics, Physics and Electronics so that the visual representation should become the key to solving the transmitted situation where the difficulty is created by the complexity of the requirements. This auxiliary material is designed for those who possess knowledge of Mathematics, being useful both for those who are preparing for the high school graduation exams, Olympics, admission exams at universities and those who are trying to develop their skills by solving problems. Thus, this material is more than a regular workbook for a certain subject and it becomes a real help in understanding the fundamental relations among the three subjects mentioned above. In the end of the article there is a small comparative study presented, study which reflects the progresses of a group of students and remarks for using this method interdisciplinary.
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