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Journal articles on the topic 'USA Mathematical Olympiad'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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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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3

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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Bajnok, Béla, and Enrique Treviño. "Report on the 14th Annual USA Junior Mathematical Olympiad." College Mathematics Journal 55, no. 1 (January 2024): 74–82. http://dx.doi.org/10.1080/07468342.2023.2269804.

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Page, Warren, David J. Grabiner, Waldemar P. Horwat, Jeremy A. Kahn, Joseph G. Keane, David J. Moews, and Bjorn M. Poonen. "An Interview with the 1985 USA Team to the International Mathematical Olympiad." College Mathematics Journal 16, no. 5 (November 1985): 336. http://dx.doi.org/10.2307/2686993.

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Page, Warren. "An Interview with the 1985 USA Team to the International Mathematical Olympiad." College Mathematics Journal 16, no. 5 (November 1985): 336–60. http://dx.doi.org/10.1080/07468342.1985.11972907.

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14

Zhao, Weijie. "Predicament and outlook of China's math education." National Science Review 7, no. 9 (April 17, 2020): 1513–17. http://dx.doi.org/10.1093/nsr/nwaa070.

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Abstract Mathematics is the foundation of science and rational thinking. Math education for the younger generation is the fundamental project to upgrade the mathematical literacy and the creativity of the whole society. China's education system has long been different from that of Western countries. China has fostered many gold medal winners of the International Mathematics Olympiad, but is also criticized as lacking creativity. In this NSR forum on math education in China, educators of high schools and universities as well as researchers of different scientific fields gather to talk about the current predicaments and future developments of China's math education. Zenghu Li Mathematician; Professor of the School of Mathematical Sciences, Beijing Normal University, Beijing, China Chao Tang Quantitative biologist; Director of the Center for Quantitative Biology, Peking University, Beijing, China Zhihong Xia Mathematician; Professor of Mathematics, Northwestern University, Evanston, USA and the Founding Chair of the Department of Mathematics, Southern University of Science and Technology, Shenzhen, China Jinlong Yang Computational chemist; Professor of the School of Chemistry and Materials Science, University of Science and Technology of China, Hefei, China Huawei Zhu Headmaster of Shenzhen Middle School, Shenzhen, China; Former leader and head coach of the national team of China for the International Mathematics Olympiad, China Gang Tian (Chair) Mathematician; Professor of the School of Mathematical Sciences, Peking University, Beijing, China

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15

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

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16

Dunning, David E. "The logic of the nation: Nationalism, formal logic, and interwar Poland." Studia Historiae Scientiarum 17 (December 12, 2018): 207–51. http://dx.doi.org/10.4467/2543702xshs.18.009.9329.

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Between the World Wars, a robust research community emerged in the nascent discipline of mathematical logic in Warsaw. Logic in Warsaw grew out of overlapping imperial legacies, launched mainly by Polish-speaking scholars who had trained in Habsburg universities and had come during the First World War to the University of Warsaw, an institution controlled until recently by Russia and reconstructed as Polish under the auspices of German occupation. The intellectuals who formed the Warsaw School of Logic embraced a patriotic Polish identity. Competitive nationalist attitudes were common among interwar scientists – a stance historians have called “Olympic internationalism,” in which nationalism and internationalism interacted as complementary rather than conflicting impulses. One of the School’s leaders, Jan Łukasiewicz, developed a system of notation that he promoted as a universal tool for logical research and communication. A number of his compatriots embraced it, but few logicians outside Poland did; Łukasiewicz’s notation thus inadvertently served as a distinctively national vehicle for his and his colleagues’ output. What he had intended as his most universally applicable invention became instead a respected but provincialized way of writing. Łukasiewicz’s system later spread in an unanticipated form, when postwar computer scientists found aspects of its design practical for working under the specific constraints of machinery; they developed a modified version for programming called “Reverse Polish Notation” (RPN). RPN attained a measure of international currency that Polish notation in logic never had, enjoying a global career in a different discipline outside its namesake country. The ways in which versions of the notation spread, and remained or did not remain “Polish” as they traveled, depended on how readers (whether in mathematical logic or computer science) chose to read it; the production of a nationalized science was inseparable from its international reception.

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Zulkarnain, Ihwan, and Aulia Masruroh. "MENINGKATKAN PENALARAN MATEMATIKA MELALUI PEMBINAAN OLIMPIADE SAINS KOTA/KABUPATEN MATEMATIKA UNTUK SISWA SEKOLAH MENENGAH PERTAMA." Jurnal Terapan Abdimas 5, no. 1 (January 30, 2020): 28. http://dx.doi.org/10.25273/jta.v5i1.5002.

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<p><strong><em>Abstract. </em></strong><em>The main purpose of community service activities is 1) To familiarize students to work on Olympic questions that have a relatively higher level of difficulty, 2) To foster the intention to learn in science lessons and cause the intention to compete in the next year's Olympics, 3) To improve reasoning students in math subjects. To achieve the above objectives, community service activities have been carried out in the form of the City / District Mathematics Science Olympiad (OSK) which was held in the odd semester of the 2018/2019 academic year at the State Junior High School 1 Tamansari Bogor. This activity was attended by 30 students from class VII and VIII who were selected based on mathematical values when UTS and UAS had high scores. The process of achieving the expected guidance can be indicated in three circumstances. The initial situation, the participants are expected to be familiar with the development of OSK Mathematics, but not yet accustomed to practicing questions that have high reasoning, so that their knowledge needs to be motivated and refreshed about Mathematics questions. In the midst of the situation, the participants already had insight into OSK subject matter which had high reasoning, had begun working on the Olympic questions themselves without a coach and had learned the techniques of doing Olympic questions easily. The final situation, participants are expected to be able to confidently work on the questions easily, quickly and thoroughly. Data that has been collected by interview techniques, observations, and tests, then analyzed descriptively. The results of data analysis can be concluded that 1) students become more accustomed to working on Olympic questions that have a relatively higher level of difficulty with questions, 2) The intention of learning students in the field of mathematics becomes higher, 3) There is an increase in students' reasoning seen from the post results test that continues to rise (after being given material).</em></p><p><strong>Abstrak. </strong>Tujuan utama kegiatan pengabdian mayarakat adalah 1) Untuk membiasakan siswa-siswa mengerjakan soal-soal Olimpiade yang memiliki tingkat kesukaran soal yang relatif lebih tinggi, 2) Untuk menumbuhkan niat belajar pada pelajaran sains dan menimbulkan niat berkompetisi olimpiade tahun selanjutnya, 3) Untuk meningkatkan penalaran peserta didik dalam mata pelajaran matematika. Untuk mencapai tujuan di atas, telah dilakukan kegiatan pengabdian kepada masyarakat dalam bentuk pembinaan Olimpiade Sains Kota/Kabupaten (OSK) Matematika yang diselenggarakan pada semester ganjil tahun pelajaran 2018/2019 bertempat di SMP Negeri 1 Tamansari Bogor. Kegiatan ini diikuti oleh 30 siswa dari kelas VII dan VIII yang terpilih berdasarkan nilai matematika ketika UTS dan UAS memiliki nilai yang tinggi. Proses tercapainya pembinaan yang diharapkan dapat diindikasikan dalam tiga keadaan. Keadaan awal, para peserta diharapkan sudah mengenal tentang pembinaan OSK Matematika, namun belum terbiasa berlatih pada soal yang memiliki penalaran tinggi, sehingga perlu dimotivasi dan disegarkan kembali pengetahuannya tentang soal-soal Matematika. Keadaan pertengahan, peserta sudah punya wawasan materi soal OSK yang memiliki penalaran tinggi, sudah mulai mengerjakan soal-soal Olimpiade sendiri tanpa Pembina serta telah mengetahui teknik-teknik dalam mengerjakan soal Olimpiade dengan mudah. Keadaan akhir, peserta diharapkan dapat dengan percaya diri mengerjakan soal dengan mudah, cepat dan teliti. Data yang telah dikumpulkan dengan teknik wawancara, observasi, dan tes, kemudian dianalisis dengan secara deskriptif. Hasil analisis data dapat disimpulkan bahwa 1) siswa menjadi lebih terbiasa mengerjakan soal-soal olimpiade yang memiliki tingkat kesukaran soal yang relatif lebih tinggi, 2) Niat belajar siswa dalam bidang matematika menjadi lebih tinggi, 3) Adanya peningkatan penalaran peserta didik dilihat dari hasil post test yang terus naik (setelah diberikan materi).</p>

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18

Nascimento, Érick Caetano Alves do, Marcos Miguel da Silva Filho, Thiago Yukio Tanaka, and Jogli Gidel da Silva Araújo. "Do termo geral à soma de Gauss: uma abordagem olímpica sobre progressões aritméticas." REMAT: Revista Eletrônica da Matemática 9, no. 1 (January 3, 2023): e3001. http://dx.doi.org/10.35819/remat2023v9i1id5727.

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O objetivo deste trabalho é abordar a progressão aritmética (PA) de primeira e segunda ordem no contexto das Olimpíadas de Matemática. Para isso, desenvolvemos os principais resultados envolvendo as PAs, como as propriedades da razão, as expressões para os termos geral e generalizado e a soma de Gauss, no intuito de aplicá-los na resolução de questões olímpicas. Com o propósito de complementar essa formação, exploramos o conteúdo das PAs de segunda ordem que não é tão abordado na Educação Básica. Os problemas foram selecionados das Olimpíadas Matemáticas nacionais e internacionais de destaque, como a Olimpíada Brasileira de Matemática (OBM), a Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP), a American Mathematics Competitions (AMC) e a International Mathematical Olympiad (IMO). Durante as soluções desses problemas, procuramos enfatizar o conceito trabalhado de modo a destacar a importância deste conteúdo na preparação de docentes e discentes envolvidos com treinamentos olímpicos.

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19

Rodrigues, Joelma Alves, Francisco Régis Vieira Alves, and Renata Teófilo de Sousa. "International Mathematical Olympiad (IMO) e situações didáticas olímpicas: uma abordagem para o estudo dos triângulos com arrimo do geogebra." Conexões - Ciência e Tecnologia 18 (July 10, 2024): e022015. http://dx.doi.org/10.21439/conexoes.v18i0.3491.

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As Olimpíadas de Matemática, apesar de terem se tornado mais populares nos últimos anos, não alcançam grande parte dos estudantes e professores de matemática, que por sua vez consideram tais testes com um nível de dificuldade muito elevado. Assim, o objetivo deste trabalho é propor uma abordagem para a resolução de questões de nível olímpico com o uso da tecnologia, que neste caso é o software GeoGebra. Para resolver questões olímpicas, o estudante precisa de criatividade e autonomia, ao passo que desenvolve o conhecimento com base em suas experiências e conhecimentos prévios. Nesse sentido, estruturou-se uma proposta de ensino amparada na Teoria das Situações Didáticas (TSD), que tem como foco a preparação de um ambiente por meio de situações fundamentais, para que o estudante, estando no centro do processo de ensino e aprendizagem, seja capaz de investigar e se apropriar do conhecimento. O software GeoGebra entrou como recurso para construir, visualizar e manipular elementos, bem como para potencializar as investigações, provas e demonstrações matemáticas requeridas neste nível de questão. A metodologia adotada foi a pesquisa básica e exploratória, dado o caráter de pesquisa em fase experimental. Como resultado parcial, estruturou-se uma situação didática voltada para o Ensino de Geometria em nível olímpico, amparada na TSD e no conceito de Situação Didática Olímpica (SDO), proposto por Alves (2020), que preconiza as dialéticas da TSD associadas a um ambiente de aprendizagem voltado para a exploração de problemas olímpicos.

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Ferreira, Arnaldo Dias, Fredson Rodrigues Soares, João Evangelista de Oliveira Neto, Francisco Régis Vieira Alves, José Rogério Santana, and Maria José Costa dos Santos. "Situação Didática Olímpica e as Sequências Lineares de Segunda Ordem: uma Proposta de Aplicação na Perspectiva da Teoria das Situações Didáticas." Jornal Internacional de Estudos em Educação Matemática 16, no. 1 (June 22, 2023): 67–76. http://dx.doi.org/10.17921/2176-5634.2023v16n1p67-76.

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As discussões referentes a novas estratégias de ensino, que facilitem o acesso aos conteúdos que têm apresentado baixos índices de aprendizagem, têm permeado pesquisas no campo educacional, principalmente no tocante ao componente curricular matemática e, de forma particular, ao assunto progressões aritméticas. Esse objeto de conhecimento tem revelado, no contexto das metodologias convencionais de ensino, obstáculos epistemológicos de difícil transposição. Nesse contexto, objetiva-se apresentar uma proposta metodológica denominada Situação Didática Olímpica (SDO) aplicada ao ensino das progressões aritméticas de segunda ordem. Consubstanciada no contexto das Teoria das Situações Didáticas (TSD), a (SDO) está alicerçada na Engenharia Didática (ED) como metodologia de pesquisa. Dessa forma, visando revelar aspectos subjetivos do objeto analisado, essa pesquisa é de cunho qualitativo e de caráter exploratório. A proposta de aplicação desenvolvida neste trabalho consiste na proposição de um problema da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP), Nível III, envolvendo números figurais (triangulares) direcionado a alunos do ensino médio de escolas públicas. Na transposição didática será utilizado, como artefato tecnológico, o software GeoGebra, que é o ambiente onde a SDO é modelada aliado à Teoria dos Registros de Representação Semiótica (TRRS) de Duval. A SDO, como proposta metodológica, visa a mobilização das categorias intuitivas do raciocínio, proporcionando maior autonomia aos alunos, visto que o professor atua como mediador nas situações didáticas elaboradas. Considera-se com essa proposta de ensino, revelar aspectos presentes nas narrativas dinâmicas proporcionadas pelo referido software à luz da TRRS, objetivando ampliar o campo de ação docente nesse componente curricular, buscando para além da melhoria nos seus índices de proficiência, o fomento a pesquisas futuras no contexto da inovação educacional. Palavras-chave: SDO. Progressões Aritméticas. GeoGebra. Engenharia Didática. AbstractThe discussions refer to new teaching strategies, which facilitate access to contents that present low learning rates, have permeated research in the educational field, mainly with regard to the curricular mathematics component and, in particular, to the subject of arithmetic progressions. This object of knowledge has revealed, in the context of conventional teaching methodologies, epistemological obstacles that are difficult to overcome. In this context, the objective is to present a methodological proposal called the Olympic Didactic Situation (SDO) applied to the teaching of second-order arithmetic progressions. Embodied in the context of the Theory of Didactic Situations (TSD), the (SDO) is based on Didactic Engineering (ED) as a research methodology. Thus, seeking to reveal subjective aspects of the analyzed object, this research is qualitative and exploratory in nature. The application proposal developed in this work consists of proposing a problem of the Brazilian Mathematical Olympiad for Public Schools (OBMEP), Level III, involving figural (triangular) numbers aimed at high school students from public schools. In the didactic transposition, GeoGebra software will be used as a technological technology, which is the environment where the SDO is modeled, combined with Duval's Theory of Semiotic Representation Registers (TRRS). The SDO, as a methodological proposal, aims at monitoring the intuitive categories of thought, providing greater autonomy to students, since the teacher acts as a mediator in the elaborated didactic situations. With this teaching proposal, it is considered to reveal aspects present in the dynamic narratives provided by the referred software in the light of the TRRS, aiming to expand the teaching field of action in this curricular component, seeking, in addition to improving their proficiency rates, the promotion of research future in the context of educational innovation. Keywords: SDO. Arithmetic Progressions. GeoGebra. Didactic Engineering.

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Huitrado, José L., and Nuria Climent. "<p>Conocimiento del profesor en la interpretación de errores de los alumnos en álgebra</p>." PNA. Revista de Investigación en Didáctica de la Matemática 8, no. 2 (January 1, 2014): 75–86. http://dx.doi.org/10.30827/pna.v8i2.6119.

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En este trabajo se exponen los resultados parciales de una investigación sobre el conocimiento profesional de los profesores evaluadores de olimpiadas matemáticas puesto en acción al analizar errores relativos al álgebra. A través de dos pruebas de interpretación de errores, y a partir de un análisis inspirado en la teoría emergente de los datos, obtuvimos dimensiones para la caracterización de saberes en la comprensión de los errores. En los resultados describimos los saberes de un profesor estrechamente relacionados con la práctica y con el conocimiento sobre el aprendizaje de los alumnos.Teacher’s knowledge in the interpretation of student’s errors on algebraThis paper presents the partial results of a research on the professional knowledge of mathematics olympiad evaluators teachers put into action when analyzing errors relating to algebra. By means of two tests on errors interpretation and by using analysis inspired by the grounded theory, we obtained dimensions for the characterization of knowledge in understanding about errors. In the results section, we describe a teacher's knowledge related to practice and knowledge about students’ learning.Handle: http://hdl.handle.net/10481/29577Nº de citas en WOS (2017): 1 (Citas de 2º orden, 0)Nº de citas en SCOPUS (2017): 1 (Citas de 2º orden, 0)

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Furlanetto, Virginia, and Maria Madalena Dullius. "Explorando Estratégias Diferenciadas na Resolução de Problemas Matemáticos." Jornal Internacional de Estudos em Educação Matemática 13, no. 2 (October 3, 2020): 183–95. http://dx.doi.org/10.17921/2176-5634.2020v13n2p183-195.

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ResumoO ensino e aprendizagem da Matemática tem sido alvo de recorrente preocupação por parte de professores e gestores, pois os resultados alcançados pelos estudantes tem se demonstrado pouco satisfatórios no cenário nacional, como um todo, salvo algumas exceções. Na área da educação Matemática, faz-se necessário melhorar a qualidade do ensino e aprendizagem dos alunos e visando contribuir nesse aspecto, desenvolvemos uma pesquisa com o objetivo de explorar o uso de diferentes estratégias de resolução de problemas matemáticos com estudantes da Educação Básica e verificar como estas interferem nesse processo. Iniciamos o trabalho com um estudo bibliográfico sobre as estratégias de resolução de problemas e investigamos quais delas são utilizadas pelos alunos da Educação Básica. Considerando os dados coletados, desenvolvemos uma intervenção pedagógica com alunos de 7ª e 8ª séries do Ensino Fundamental, em que exploramos problemas de livros didáticos, Olimpíadas Matemáticas e outras fontes, incentivando a utilização de estratégias alternativas ao Cálculo formal e compartilhando-as por meio de discussões para validação das mesmas. Ao final deste período, foram propostas uma nova seleção de problemas e a participação em uma entrevista semiestruturada, por meio das quais foram obtidos indícios de eficácia da proposta. Os participantes passaram a utilizar com maior frequência e eficácia estratégias alternativas ao Cálculo formal e manifestaram preferência por estas formas de resolução. Apresentamos, portanto, uma possibilidade para o trabalho com resolução de problemas, capaz de auxiliar os estudantes a obterem êxito no processo, de forma autônoma.Palavras-chave: Estratégias. Resolução. Problemas. Matemática. Aprendizagem.AbstractMathematics teaching and learning have been a permanent concern for teachers and managers since the results that students achieved have not been completely satisfactory nationally. Regarding to Mathematics education improving students’ education quality and learning is essential. As a contribution a survey aiming to explore the use of different strategies for solving mathematical problems with students of Elementary School and how they interfere in the process was carried out. It was initially carried out a bibliographical study about problem resolution strategies followed by the investigation on which strategies were used by Elementary school students. Taking into consideration data collected a pedagogical intervention was developed with 7thand 8th grade students of Elementary school aiming to explore textbook problems, Mathematical Olympics and other sources, encouraging the use of alternative strategies to formal calculation and exchanging them to assure their validation. Finally a new problem selection and the participation in a semi-structured interview were proposed and the indication of an effective proposal was carried out. Participants started to use alternative strategies more frequently and more effectively. Therefore we present the possibility for problem resolution development which may help the students to autonomously succeed in the process.Keywords: Strategies. Resolution. Problems. Mathematics. Learning.

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Flávio Ignácio Bachini, Leonardo Macedo, Luis Carlos Oliveira Gonçalves, Adenilda Cristina Honório França, Eduardo Luzia França, and Aníbal Monteiro De Magalhães Neto. "Gênero e hidratação como mediadores relevantes para restauração de processos inflamatórios em atletas jovens." Europub Journal of Health Research 2, no. 1 (December 28, 2021): 21–43. http://dx.doi.org/10.54747/ejhr-002.

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Objetivos: Poucos estudos tem dado a devida importância ao estado de hidratação e as alterações hematológicas em menores de 18 anos. O presente estudo investigou estas alterações em menores de 18 anos na prova de 3000 metros para ambos os gêneros. Método: Foram incluídos os seis melhores participantes das Olimpíadas Nacionais do Ensino Médio (menores de 18 anos) no Brasil. Trata-se de um estudo observacional e transversal. Os atletas correram 3.000 metros em uma pista oval de 400 metros. Foi realizado leucograma total e específico, eritrograma e contagem de plaquetas em quatro diferentes tempos (jejum, pré, pós e recuperação). Os cálculos de comparação entre tempos, apresentados, foram adaptados do modelo matemático de variação percentual. Resultados: Quando comparadas as médias em relação a cada tempo, pode-se notar que os eritrócitos, hemoglobina, hematócrito, leucócitos totais e basófilos aumentaram significativamente após a corrida para ambos os gêneros. Além disso, as plaquetas também aumentaram para ambos os gêneros sem significância. O coeficiente de correlação de Pearson mostrou importante interação leucócitos-plaquetas. Os homens recuperaram seu estado de hidratação em quase metade do tempo em relação as mulheres. Em relação ao sistema imune e resposta inflamatória, as atletas do gênero feminino tiveram um aumento relativo de mais que o dobro para leucócitos e não recuperaram estes valores, além de apresentarem um aumento de eosinófilos neste mesmo tempo, enquanto os atletas do gênero masculino apresentaram diminuição. As mulheres apresentaram um aumento de quase o dobro para linfócitos, enquanto os homens tiveram este comportamento para os fagócitos. Conclusões: O exercício induz alteração do estado de hidratação e sistema imune, tendo diferenças em relação ao gênero. Quando bem conduzido, gera efeitos antiinflamatórios a longo prazo. Quando não há controle sobre o volume, intensidade e recuperação pode causar imunossupressão e promover a suceptibilidade para infecções. Foi possível observar que os atletas do gênero masculino tem um menor estresse inflamatório e recuperam o seu estado de hidratação e a resposta inflamatória mais rápido que as meninas após uma corrida de 3000 metros. Objectives: Few studies have given due importance to the hydration status and hematological alterations in children under 18 years of age. The present study investigated these alterations in children under 18 years old in the 3000 meters test for both genders. Method: The six best participants of Brazil's National High School Olympiads (under 18 years old) were included. This is an observational and cross-sectional study. Athletes ran 3,000 meters on a 400 meters oval track. Total and specific white blood cell count, erythrogram, and platelet count were performed four times (fasting, pre, post, and recovery). The time comparison calculations presented were adapted from the percentage variation mathematical model. Results: When comparing the means for each time, it can be noted that erythrocytes, hemoglobin, hematocrit, total leukocytes, and basophils increased significantly after the race for both genders. Furthermore, platelets also increased for both genders without significance. Pearson's correlation coefficient showed a significant leukocyte-platelet interaction. Men regained their hydration status in almost half the time compared to women. Regarding the immune system and inflammatory response, female athletes had a relative increase of more than double for leukocytes and did not recover these values, in addition to showing an increase in eosinophils simultaneously, while male athletes showed a decrease. Women showed an increase of almost double for lymphocytes, while men showed this behavior for phagocytes. Conclusions: Exercise induces changes in hydration status and immune system, with differences concerning gender. When done well, it generates long-term anti-inflammatory effects. When there is no control over volume, intensity, and recovery, it can cause immunosuppression and increase infection susceptibility. It was observed that male athletes have lower inflammatory stress and recover their hydration status and inflammatory response faster than girls after a 3000 meter run.

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"Twentysecond Annual USA Mathematical Olympiad." Mathematics Magazine 67, no. 3 (June 1994): 234–36. http://dx.doi.org/10.1080/0025570x.1994.11996224.

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"Twenty-third Annual USA Mathematical Olympiad." Mathematics Magazine 68, no. 3 (June 1995): 237–39. http://dx.doi.org/10.1080/0025570x.1995.11996325.

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Bajnok, Béla. "Report on the 51st Annual USA Mathematical Olympiad." Mathematics Magazine, January 23, 2023, 1–10. http://dx.doi.org/10.1080/0025570x.2023.2167394.

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"Twenty-Sixth Annual USA Mathematical Olympiad - Problems and Solutions." Mathematics Magazine 71, no. 3 (June 1998): 234–40. http://dx.doi.org/10.1080/0025570x.1998.11996646.

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"Twenty-Seventh Annual USA Mathematical Olympiad - Problems and Solutions." Mathematics Magazine 72, no. 3 (June 1999): 245–50. http://dx.doi.org/10.1080/0025570x.1999.11996743.

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"Twenty-Eighth Annual USA Mathematical Olympiad - Problems and Solutions." Mathematics Magazine 73, no. 3 (June 2000): 248–52. http://dx.doi.org/10.1080/0025570x.2000.11996850.

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Bajnok, Béla. "Report on the 13th Annual USA Junior Mathematical Olympiad." College Mathematics Journal, January 25, 2023, 1–7. http://dx.doi.org/10.1080/07468342.2023.2165373.

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"USA and international mathematical olympiads, 2001." Choice Reviews Online 40, no. 10 (June 1, 2003): 40–5847. http://dx.doi.org/10.5860/choice.40-5847b.

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"USA and international mathematical Olympiads, 2000." Choice Reviews Online 39, no. 06 (February 1, 2002): 39–3432. http://dx.doi.org/10.5860/choice.39-3432.

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"USA and international mathematical olympiads, 2005." Choice Reviews Online 44, no. 05 (January 1, 2007): 44–2756. http://dx.doi.org/10.5860/choice.44-2756.

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"USA and International Mathematical Olympiads - 1995." Mathematics Magazine 69, no. 3 (June 1996): 233–38. http://dx.doi.org/10.1080/0025570x.1996.11996440.

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"USA and international mathematical olympiads, 2004." Choice Reviews Online 43, no. 06 (February 1, 2006): 43–3439. http://dx.doi.org/10.5860/choice.43-3439.

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"USA and international mathematical Olympiads 2003." Choice Reviews Online 42, no. 05 (January 1, 2005): 42–2861. http://dx.doi.org/10.5860/choice.42-2861.

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Almeida, Andréa Cristina de, Antônio Carlos Brunozi Júnior, and Igor Santos Tupy. "Qualidade da educação e desempenho de escolas públicas de Minas Gerais nas Olimpíadas de Matemática." Educação e Pesquisa 50 (2024). http://dx.doi.org/10.1590/s1678-4634202450262400.

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Resumo No presente estudo analisou-se a relação entre a qualidade da educação – estrutura escolar física, estrutura escolar pedagógica, docentes, discentes e políticas educacionais - de escolas públicas de municípios mineiros e os seus desempenhos, de premiados, na OBMEP. Tal investigação tem como diferencial a utilização de uma abordagem quantitativa, demonstrando que a OBMEP é relacional, baseada na qualidade social da educação e na ótica não equânime do sucesso das escolas públicas em políticas relacionadas à educação. Na literatura existente, a OBMEP foi discutida preponderantemente pelas abordagens pedagógicas ou de conteúdos das provas, e não como ação a ser influenciada nas escolas. Com uma amostra de 420 escolas públicas pertencentes à regional MG06 da OBMEP, aplicou-se um modelo de regressão de Poisson, associando-se variáveis representativas da qualidade social da educação - fatores intra e extra escolares - com o desempenho na OBMEP, quantidade de medalhas obtidas pelas escolas. Percebeu-se que para apresentar um desempenho satisfatório, ou seja, obter sucesso na OBMEP, alcançando-se premiações, é necessário que as escolas públicas tenham infraestrutura adequada, em condições para o exercício do trabalho docente, estudantes em situações favoráveis de acesso e permanência no ensino regular, além da atuação permanente do Estado mediante o desenvolvimento de políticas públicas educacionais. Tais resultados sinalizam a necessidade de maior comprometimento das esferas políticas e sociais para a melhoria da qualidade da educação pública básica no Brasil, para que ocorra maior divulgação do potencial da OBMEP como política pública de inclusão social e não só para a busca de resultados e premiações.

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Siyuan Chen, Yuxia Zhu, Huaming Huang,. "An Analysis of China’s International Competitiveness in Competitive Sports Industry by Means of Mathematical Modeling." CONVERTER, July 10, 2021, 350–56. http://dx.doi.org/10.17762/converter.186.

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China has joined the world’s front rank of competitive sports, with remarkable performance in the Summer Olympic Games in particular. But there is no denying that other events and non-Olympic events have been neglected when emphasis has been put on the Olympic Gold Medal Winning Program. This paper makes a statistical analysis of China’s international competitiveness in competitive sports industry by means of mathematical statistics, so as to analyze the deficiencies in China’s development in competitive sports industry on the basis of statistical results. This study suggests that although China’s international competitiveness in competitive sports is improving rapidly, the gap with the USA remains wide; secondly, China’s development in competitive sports is seriously uneven, which is mainly reflected in the development of summer and winter sports; but in the current situation, there are very favorable opportunities for China’s development in competitive sports, namely, opportunities in the policy environment, opportunities in the climate for hosting events and opportunities in the transition of household consumption.

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Páez, Christian, Marvin Abarca, Leonel Chaves, Alexander Hernández, Gabriela Calderón, Federico Mora, Jeremías Ramírez, et al. "Problemas de exámenes y soluciones XXX Olimpiada Costarricense de Matemática, 2018." Revista Digital: Matemática, Educación e Internet 20, no. 2 (March 3, 2020). http://dx.doi.org/10.18845/rdmei.v20i2.5047.

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OLCOMA es la Comisión de Olimpiadas Costarricenses de Matemáticas. Esta comisión está conformada por académicos en el área de Matemática de la Universidad Nacional, del Instituto Tecnológico de Costa Rica, de la Universidad de Costa Rica, de la Universidad Estatal a Distancia, y por representantes del Ministerio de Educación Pública y del Ministerio de Ciencia, Tecnología y Telecomunicaciones. Dentro de la estructura de las Olimpiadas Costarricenses de Matemáticas, se tienen tres niveles de competencia. En Nivel I participan estudiantes de sétimo año, entre 10 y 13 años, aproximadamente (también pueden optar por participar en este nivel los estudiantes de primaria que cursan sexto grado). En Nivel II participan estudiantes de octavo y noveno años, entre 14 y 15 aõs, aproximadamente. En Nivel III participan estudiantes de décimo, undécimo y duodécimo años, más de 15 años. Durante el año 2017, se trabajó con tres etapas. En la I Eliminatoria los estudiantes resolvieron un examen de selección única con 25 ítems. En la II Eliminatoria, los clasificados realizaron un examen con 12 preguntas de selección única y tres problemas de desarrollo. En la Etapa Final, los estudiantes clasificados realizaron dos pruebas en días consecutivos, cada prueba con tres problemas de desarrollo. El objetivo de este libro es que los futuros participantes en Olimpiadas Costarricenses de Matemáticas posean material de consulta. Los problemas que en este libro se enuncian representan un reto para quienes gustan resolver ejercicios matemáticos. Cada uno de los problemas tiene la solución respectiva, así que una vez que intenten resolver cada problema, pueden comparar el procedimiento realizado con la solución propuesta. Se han incorporado todos los problemas de I Eliminatoria para cada uno de los tres niveles, los problemas de II Eliminatoria para cada uno de los tres niveles, los problemas propuestos para conformar los exámenes de la Etapa Final y los problemas que conformaron los exámenes de la Etapa Final. Abstract OLCOMA is the Costa Rican Mathematics Olympics Commission. This commission is made up of academics in the area of Mathematics from the Universidad Nacional, the Instituto Tecnológico de Costa Rica, the Universidad de Costa Rica, the Universidad Estatal a Distancia, and the Universidad Autónoma de Costa Rica and by representatives of the Ministry of Public Education and of the Ministry of Science, Technology, Culture and TelecomuncationsWithin the structure of the Costa Rican Mathematical Olympiads, there are three levels of competition. In Level I there are students of seventh year, between 10 and 13 years old, approximately (also the students of primary school that are studying in this level can choose to participate in this level sixth grade). In Level II, students of eighth and ninth years, between 14 and 15 years, approximately, participate. In Level III there are students of tenth, eleventh and twelfth years, plus 15 years old. During the year 2017, we worked with three stages. In the First Elimination, the students resolved toa single selection test with 25 items. In the II Eliminatory, the classified ones carried out aexam with 12 single-choice questions and three developmental problems. In the Final Stage, the classified students took two tests on consecutive days, each test with three tests developmental problems. The objective of this book is that future participants in Costa Rican Mathematics Olympiads possess reference material. The problems listed in this book represent a challenge for those who like to solve mathematical exercises. Each of the problems has the respective solution, so once who try to solve each problem, can compare the procedure carried out with the proposed solution. All the problems of I Eliminatory for each one of the three levels, the problems of II Eliminatory for each one of the three levels, the problems proposed to conform the examinations of the Final Stage and the problems that conformed the examinations of the Final Stage have been incorporated.

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