Relevant bibliographies by topics / International Mathematical Olympiad

Contents

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

Academic literature on the topic 'International Mathematical Olympiad'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "International Mathematical Olympiad"

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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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Gardiner, Tony. "35th International Mathematical Olympiad." Mathematical Gazette 79, no. 484 (March 1995): 135–42. http://dx.doi.org/10.1017/s0025557200147837.

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McBride, Adam. "38th International Mathematical Olympiad." Mathematical Gazette 81, no. 492 (November 1997): 477–83. http://dx.doi.org/10.1017/s0025557200160917.

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Feng, Zuming, and Steven R. Dunbar. "50th International Mathematical Olympiad." Mathematics Magazine 83, no. 3 (June 2010): 236–39. http://dx.doi.org/10.4169/002557010x494931.

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Feng, Zuming, Po-Shen Loh, and Yi Sun. "51st International Mathematical Olympiad." Mathematics Magazine 83, no. 4 (October 2010): 320–23. http://dx.doi.org/10.4169/002557010x528041.

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Loh, Po-Shen. "55th International Mathematical Olympiad." Mathematics Magazine 87, no. 4 (October 2014): 310–17. http://dx.doi.org/10.4169/math.mag.87.4.310.

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Loh, Po-Shen. "56th International Mathematical Olympiad." Mathematics Magazine 88, no. 4 (October 2015): 305–15. http://dx.doi.org/10.4169/math.mag.88.4.305.

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Loh, Po-Shen. "57Th International Mathematical Olympiad." Mathematics Magazine 89, no. 5 (December 2016): 388–97. http://dx.doi.org/10.4169/math.mag.89.5.388.

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Panisheva, Olga Viktorovna, and Anatolii Vladimirovich Loginov. "Open olympiad as a means of mathematical enlightenment of school students." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2019): 110–19. http://dx.doi.org/10.51314/2073-2635-2019-1-110-119.

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Mathematical Olympiad movement plays an important role in the development of mathematics, enhancing the prestige of education in the international arena, as well as in shaping the student’s personality, fostering a desire to achieve high results, determination, readiness for long-term work. The question of classical mathematical olympiads is well described in literature, but non-standard forms of intellectual competitions in mathematics, which include open olympiads, are practically not considered.The article provides a historical overview of the open olympiads appearance and development, describes the characteristics that make it possible to classify the olympiad to an open type, justifies the use of open olympiads as a means of mathematical enlightenment for students, discusses the competition period of the olympiad and the approaches to the choice of themes for the open organized olympiad.The paper provides a comparative analysis of open and traditional mathematical competitions according to different criteria. The goals and objectives of both types of olympiads as well as the requirements that are put forward to the formulation of tasks for open olympiads are described. Special attention is paid to the issue of preserving the health of schoolchildren participating in the olympiad, the interdisciplinary nature of the tasks, and possible informative blocks of open mathematical olympiads are described.The article describes the organizing experience of an open competition dedicated to N. I. Lobachevsky, gives examples of original authors’ assignments, describes a mechanism for checking students’ works, describes the possible difficulties that are missing when testing regular olympiads, but occurring in open type olympiad works. The analysis of the pedagogical and psychological results is given, the development of general educational skills of students participating in the open olympiad is described, conclusions on the prospects of using the open type olympiads for mathematical education of schoolchildren are made.
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Gaines, F. "The 35th International Mathematical Olympiad." Irish Mathematical Society Bulletin 0033 (1994): 35–41. http://dx.doi.org/10.33232/bims.0033.35.41.

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Dissertations / Theses on the topic "International Mathematical Olympiad"

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Daniel, Coralie, and n/a. "The identification of mathematical ability and of factors significant in its nurture." University of Otago. Department of Mathematics & Statistics, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070212.105323.

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This thesis reports data gathered through case studies of ten of the students who took part in a survey of secondary school students who had been invited to camps at which the New Zealand teams were chosen for the International Mathematical Olympiad (IMO) in the first five years of this country�s participation in the IMO. The case studies data gave individuals� narratives that were captivating yet complex, unique yet universal, clear yet not easily described all of apiece. I read widely in response to the information they offered and found that reflection and a narrative style of presentation assisted the grasping of nuances and implications of the students� narratives. Few of the parents of the students were particularly competent in mathematics or able to account for their child�s curiosity, concentration and skills in pursuing a fascination with number. In most of the families, all members were encouraged to follow their own inclinations and interests, to respect the maintenance of a balance of cultural and physical activities, to regard books and play as normal life supports, and to believe that discovery, enchantment and pleasure were both goals and accomplishments of everyday life. Most of the students experienced less encouragement at school than they might have expected, and unpleasant experiences could be linked with a teacher�s apparent lack of appreciation of a student�s mathematical ability. Both the case studies and the initial survey suggested that most teachers, at any level of formal education, were doing all they were capable of doing in mathematics, and that the students responded to opportunities to self-select subjects and topics that interested them and to the help and company offered by mentors and peers who had flair and competence in appropriate subject areas. Few of the case studies students were motivated by strategies dependent on a high level of competition or a 'sorting' of that offered in formal education (through attitudes and practical organisation such as timetabling) into either Arts or Science subjects. Most were attracted to the study of languages and/or philosophy and some to that of computer science. Most showed interest and some prowess in individual cultural and physical activities requiring perseverance. Largely, they were motivated by finding fresh or novel ways of integrating diverse knowledge, and by associating with peers. They enjoyed and valued self-awareness, intellectual independence, chances to empathise with ideas and people, and tasks that were in harmony with the dictates of their own volition. Evidence of differences among the case studies students - even though they had all been identified as very able in mathematics - led me to Vadim Krutetskii�s theories of the components of mathematical ability and their functioning and thus to new views, first, of the interplay between aptitude and languages of perception, inner comprehension and outer expression and, second, of the relationships between giftedness and other attributes of human abilities and endeavours. These appreciations suggested that the models of education and support commonly exhibited in the case studies students� families and in the environments of their extra-school activities had been more encouraging of their gifts, talents and personal growth than those often exhibited in the schools they attended.
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TOMANOVÁ, Denisa. "Procenta v úlohách matematické olympiády, korespondenčních seminářů a výzkumů PISA, TIMSS." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-173135.

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Diploma thesis includes information about percentages, mathematical olympiad, mathematical corresponding seminars and PISA ant TIMSS tests. The first, theoretical part describes historical development of mathematical olympiad and its organization, the history of mathematical corresponding seminars and list of current seminars for primary school students. The second part of the diploma thesis consists of the collection of tasks examples with percentages that appear in mathematical olympiad, mathematical corresponding seminars and PISA and TIMSS tests.
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Books on the topic "International Mathematical Olympiad"

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Reiman, István. International Mathematical Olympiad. London: Anthem Press, 2005.

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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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Bin, Xiong, and Lee P. Y. 1938-, eds. Mathematical Olympiad in China: Problems and solutions. Shanghai: East China Normal University Press, 2007.

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Bin, Xiong, and Lee P. Y. 1938-, eds. Mathematical Olympiad in China: Problems and solutions. Shanghai: East China Normal University Press, 2007.

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Inc, ebrary, ed. Mathematical Olympiad in China (2007-2008): Problems and solutions. Shanghai, China: East China Normal University Press, 2009.

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Aassila, Mohammed. Olympiades internationales de mathématiques: 1998-2002. Paris: Ellipses, 2003.

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Foundation, Australian Mathematics, ed. An Olympiad down under: A report on the 29th International Mathematical Olympiad in Australia, July 9-21, 1988. Belconnen, A.C.T: Australian Mathematics Foundation, 1988.

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Olympiad, International Mathematical. The IMO compendium: A collection of problems suggested for the International Mathematical Olympiads, 1959-2004. New York, NY: Springer, 2006.

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Olympiad, International Mathematical. The IMO compendium: A collection of problems suggested for the International Mathematical Olympiads, 1959-2009. New York: Springer, 2011.

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International Mathematical Olympiad (36th 1995 York University and University of Waterloo). Canada 1995. Ottawa: Canadian Mathematical Society = Société mathématique du Canada, 1997.

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Book chapters on the topic "International Mathematical Olympiad"

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Krueger, Ryan, Jesse Michael Han, and Daniel Selsam. "Automatically Building Diagrams for Olympiad Geometry Problems." In Automated Deduction – CADE 28, 577–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79876-5_33.

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AbstractWe present a method for automatically building diagrams for olympiad-level geometry problems and implement our approach in a new open-source software tool, the Geometry Model Builder (GMB). Central to our method is a new domain-specific language, the Geometry Model-Building Language (GMBL), for specifying geometry problems along with additional metadata useful for building diagrams. A GMBL program specifies (1) how to parameterize geometric objects (or sets of geometric objects) and initialize these parameterized quantities, (2) which quantities to compute directly from other quantities, and (3) additional constraints to accumulate into a (differentiable) loss function. A GMBL program induces a (usually) tractable numerical optimization problem whose solutions correspond to diagrams of the original problem statement, and that we can solve reliably using gradient descent. Of the 39 geometry problems since 2000 appearing in the International Mathematical Olympiad, 36 can be expressed in our logic and our system can produce diagrams for 94% of them on average. To the best of our knowledge, our method is the first in automated geometry diagram construction to generate models for such complex problems.
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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Mathematical Competition." In 50th IMO - 50 Years of International Mathematical Olympiads, 101–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_6.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Mathematical Guests of Honour." In 50th IMO - 50 Years of International Mathematical Olympiads, 155–226. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_7.

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Matsuzaki, Takuya, and Tomohiro Fujita. "Formula Simplification via Invariance Detection by Algebraically Indexed Types." In Automated Reasoning, 388–406. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10769-6_24.

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AbstractWe describe a system that detects an invariance in a logical formula expressing a math problem and simplifies it by eliminating variables utilizing the invariance. Pre-defined function and predicate symbols in the problem representation language are associated with algebraically indexed types, which signify their invariance property. A Hindley-Milner style type reconstruction algorithm is derived for detecting the invariance of a problem. In the experiment, the invariance-based formula simplification significantly enhanced the performance of a problem solver based on quantifier-elimination for real-closed fields, especially on the problems taken from the International Mathematical Olympiads.
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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Committees." In 50th IMO - 50 Years of International Mathematical Olympiads, 5–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_1.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "All Countries." In 50th IMO - 50 Years of International Mathematical Olympiads, 235–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_10.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "All Results." In 50th IMO - 50 Years of International Mathematical Olympiads, 239–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_11.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Memories." In 50th IMO - 50 Years of International Mathematical Olympiads, 271–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_12.

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Hall of Fame." In 50th IMO - 50 Years of International Mathematical Olympiads, 285–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_13.

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Lamoneda, Rafael Sánchez. "The Golden Microphone." In 50th IMO - 50 Years of International Mathematical Olympiads, 291–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_14.

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Conference papers on the topic "International Mathematical Olympiad"

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Avotiņa, Maruta, Guna Brenda Pogule, and Ingrīda Veilande. "Gender Differences in Mathematical Competition Performance for Grade 4 Pupils in Latvia." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.23.

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There are stereotypes that boys are better than girls at mathematics and other STEM subjects. For example, at the International Mathematical Olympiad, most of the participants are boys, and only some girls qualify for the competition. However, a team (6 secondary school pupils) from Latvia, unlike other countries, almost every year contains a girl participant in this prestigious olympiad. Special competitions and olympiads for girls are organized. The goal is to increase their interest and confidence in mathematics, like the European Girls’ Mathematical Olympiad. To determine whether there are gender differences in Latvia for the primary school pupils in the mathematical problem solving we analyse data obtained in a school year 2021/2022 in the national level mathematical competition “This much or… How much?” in which participated about 3200 pupils from various schools in Latvia. Pupils solved problems ranging in difficulty from multiple choice questions and standard computation tasks to non-standard problems that requires explanations and creative thinking. The main objective of this study is to determine if there are any gender differences in mathematical competition for Grade 4 pupils. In the paper we analyse pupils works and solutions according to mathematical skills necessary in the tasks to find out whether there are gender differences in solving different tasks and what are the strength for each gender. The obtained results could be useful for math teachers so they can differentiate the teaching process and improve each pupil’s performance in mathematics, as well as rise pupils interest using non-standard tasks.
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Polma, Richard, and Jan Kříž. "International Physics Olympiad still alive." In ICNPAA 2016 WORLD CONGRESS: 11th International Conference on Mathematical Problems in Engineering, Aerospace and Sciences. Author(s), 2017. http://dx.doi.org/10.1063/1.4974387.

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Böhm, Patrik, and Jana Gazdíková. "MATHEMATICAL OLYMPIAD IN SLOVAK AND CZECH REPUBLIC." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1866.

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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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Akveld, Meike, Luis Caceres, and Omar Colon. "WHAT ARE THE PROBLEMS LIKE IN THE WORLD'S LARGEST INTERNATIONAL MATHEMATICAL OLYMPIAD?" In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2066.

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Nikolaev, Rosen. "THE HISTORY OF COMPOSING THE ONE MATHEMATICAL OLYMPIAD PROBLEM." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.073.

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Jiang, Peijie, Yanyun Jiang, Xiangjun Zhang, and Tommy Tanu Wijaya. "A Survey of Chinese Mathematics Teachers' Views on the Educational Values of Mathematical Olympiad." In ICBDE'22: The 2022 5th International Conference on Big Data and Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3524383.3524389.

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Jiang, Peijie, Xiangjun Zhang, and Yanyun Jiang. "An interview on the Academic Development of the Winners of Mathematical Olympiad." In ICBDE'22: The 2022 5th International Conference on Big Data and Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3524383.3524434.

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Cernaveja, Sarmite, and Inta Volodko. "Participation of the students of Riga Technical University in the Olympiad in mathematics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7868.

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There is much discussion recent years about teaching mathematics at school and universities. It is talked about how to interest pupils and students to turn to studying mathematics more. One of the ways to attract the best students to additional studies of mathematics is to invite them to participate in the Olympiads in mathematics. Student Parliament of Riga Technical University in cooperation with the Department of Engineering Mathematics organized the university Olympiad in mathematics for 6 years. There is an international Olympiad of mathematics in Latvia already for 6 years, which is organized by the Department of Mathematics of Latvia University of Agriculture. Students from Baltic universities participate in these Olympiads, and within their scope, students not only compete individually, but also discuss among themselves the content of mathematics and teaching methodology in their universities, evaluate it and express their suggestions for the improvements. Since 2012, students from Riga Technical University also participate in these Olympiads and get award-winning places. Such Olympiads promote interest about mathematics among young people, develops cooperation skills between like-minded people, as well as, give an opportunity for pedagogues to listen to the opinion of the best students about teaching methodology of mathematics and to improve it.
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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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