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Journal articles on the topic 'International Mathematical Olympiad'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Gaines, Fergus. "The International Mathematical Olympiad 1998." Irish Mathematical Society Bulletin 0041 (1998): 7–15. http://dx.doi.org/10.33232/bims.0041.7.15.

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12

Gaines, Fergus. "The 36th International Mathematical Olympiad." Irish Mathematical Society Bulletin 0036 (1996): 59–62. http://dx.doi.org/10.33232/bims.0036.59.62.

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13

Yogananda, C. S., and T. Krishnan. "The 37th International Mathematical Olympiad." Resonance 1, no. 5 (May 1996): 92–94. http://dx.doi.org/10.1007/bf02835176.

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14

Shirali, Shailesh. "The 39th International Mathematical Olympiad." Resonance 3, no. 6 (June 1998): 95. http://dx.doi.org/10.1007/bf02836994.

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15

Rousseau, Cecil, and Gregg Patruno. "The International Mathematical Olympiad Training Session." College Mathematics Journal 16, no. 5 (November 1985): 362. http://dx.doi.org/10.2307/2686994.

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16

Hutchinson, Kevin. "The 40th International Mathematical Olympiad, 1999." Irish Mathematical Society Bulletin 0043 (1999): 79–86. http://dx.doi.org/10.33232/bims.0043.79.86.

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17

Rousseau, Cecil, and Gregg Patruno. "The International Mathematical Olympiad Training Session." College Mathematics Journal 16, no. 5 (November 1985): 362–65. http://dx.doi.org/10.1080/07468342.1985.11972908.

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18

Pranesachar, C. R. "India to host 1996 International Mathematical Olympiad." Resonance 1, no. 1 (January 1996): 119–20. http://dx.doi.org/10.1007/bf02838873.

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19

Kreussler, B. "Ireland's Participation in the 55th International Mathematical Olympiad." Irish Mathematical Society Bulletin 0074 (2014): 67–80. http://dx.doi.org/10.33232/bims.0074.67.80.

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20

Kreussler, Bernd. "Ireland's Participation in the 54th International Mathematical Olympiad." Irish Mathematical Society Bulletin 0072 (2013): 45–56. http://dx.doi.org/10.33232/bims.0072.45.56.

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21

Flanagan, M. "Ireland's Participation in the 56th International Mathematical Olympiad." Irish Mathematical Society Bulletin 0076 (2015): 61–76. http://dx.doi.org/10.33232/bims.0076.61.76.

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22

Quinlan, Rachel. "Ireland's Participation in the 47th International Mathematical Olympiad." Irish Mathematical Society Bulletin 0058 (2006): 93–114. http://dx.doi.org/10.33232/bims.0058.93.114.

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23

Kreussler, B. "Ireland's Participation in the 57th International Mathematical Olympiad." Irish Mathematical Society Bulletin 0078 (2016): 47–60. http://dx.doi.org/10.33232/bims.0078.47.60.

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24

Bajnok, Béla, and Evan Chen. "Report on the 61st Annual International Mathematical Olympiad." Mathematics Magazine 94, no. 3 (May 27, 2021): 215–24. http://dx.doi.org/10.1080/0025570x.2021.1909378.

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25

Bajnok, Béla. "Report on the 62nd Annual International Mathematical Olympiad." Mathematics Magazine 95, no. 2 (January 31, 2022): 145–53. http://dx.doi.org/10.1080/0025570x.2022.2026093.

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26

Flanagan, Mark. "Ireland's Participation in the 62nd International Mathematical Olympiad." Irish Mathematical Society Bulletin 0088 (2021): 39–45. http://dx.doi.org/10.33232/bims.0088.39.45.

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27

Bajnok, Béla, Evan Chen, and Enrique Treviño. "Report on the 64th Annual International Mathematical Olympiad." Mathematics Magazine 97, no. 2 (March 14, 2024): 124–35. http://dx.doi.org/10.1080/0025570x.2024.2313393.

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28

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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29

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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30

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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31

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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32

Gardiner, Tony. "36th International Mathematical Olympiad: Toronto: 13 – 25 July 1995." Mathematical Gazette 79, no. 486 (November 1995): 589–95. http://dx.doi.org/10.1017/s0025557200157924.

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33

Grozdev, Sava, and Veselin Nenkov. "GENERALIZATION OF OLYMPIAD PROBLEMS WITH DYNAMIC SOFTWARE." Education and Technologies Journal 12, no. 1 (August 1, 2021): 249–55. http://dx.doi.org/10.26883/2010.211.3268.

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Various meaningful generalizations could be obtained after gaining insight into some mathematical assertions from different points of view. Generalizations of two problems from International Mathematical Olympiad papers are shown when the details are combined with the opportunities of the program software „The Geometer’s Sketchpad “ (GSP).
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34

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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35

McBride, Adam C. "37th International Mathematical Olympiad: Bombay, India 5th-17th July 1996." Mathematical Gazette 80, no. 489 (November 1996): 611. http://dx.doi.org/10.2307/3618547.

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36

Hutchinson, Kevin. "Solutions of the problems of the 40th International Mathematical Olympiad." Irish Mathematical Society Bulletin 0043 (1999): 87–92. http://dx.doi.org/10.33232/bims.0043.87.92.

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37

Gaines, F. "How to compose a problem for the International Mathematical Olympiad?" Irish Mathematical Society Bulletin 0028 (1992): 20–29. http://dx.doi.org/10.33232/bims.0028.20.29.

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38

Agievich, S., A. Gorodilova, V. Idrisova, N. Kolomeec, G. Shushuev, and N. Tokareva. "Mathematical problems of the Second International Students’ Olympiad in Cryptography." Cryptologia 41, no. 6 (April 21, 2017): 534–65. http://dx.doi.org/10.1080/01611194.2016.1260666.

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39

McBride, Adam. "39th International Mathematical Olympiad: Taipei, Taiwan 10–21 July 1998." Mathematical Gazette 82, no. 495 (November 1998): 514–18. http://dx.doi.org/10.1017/s0025557200162667.

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40

Smith, Geoff. "43rd International Mathematical Olympiad Glasgow, UK, 19-30 July 2002." Mathematical Gazette 86, no. 507 (November 2002): 450–56. http://dx.doi.org/10.1017/s0025557200171359.

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41

Smith, Geoff. "44th International Mathematical Olympiad Tokyo, Japan, 11 – 20 July 2003." Mathematical Gazette 88, no. 511 (March 2004): 81–83. http://dx.doi.org/10.1017/s0025557200174261.

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42

Santiago, Paulo Vitor Da Silva, and Francisco Régis Vieira Alves. "Record of Semiotic Representation Using Geogebra: An Olympiad Training on Brazilian Students." Indonesian Journal of Science and Mathematics Education 5, no. 2 (July 20, 2022): 118–33. http://dx.doi.org/10.24042/ijsme.v5i2.12510.

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This study aims to compile and develop an international didactic situtation presented with an approach to the center of an arbitrary triangle in visual exploration in 2D and 3D format using GeoGebra software as a technology for modification and construction of Olympiad questions. The methodology used in this study is an exploratory qualitative which is described from a didactic sequence of Mathematics Olympiad which were held in four online meetings using Google Meet. The results show that this exercise can be used as a resource that will provide a level of learning for students through command and visualization of images that serve a broad view of the international Olympiad situation. International didactic situations can be applied by mathematics teachers both in training for national and international Olympiad and for classroom teaching. In summary, it is noteworthy that the dynamic records of semiotic representations stimulated by the use of GeoGebra software has great potential to encourage the progress of students’ representative geometric thinking, through the development of visualization, perception, and mathematical intuition. It is hoped that this work can serve as a pedagogical and methodological tool by teachers for various competencies.
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43

Moroianu, Sergiu. "Romania helps Uganda on its way to the International Mathematical Olympiad." European Mathematical Society Magazine, no. 120 (July 2021): 55–58. http://dx.doi.org/10.4171/mag/25.

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44

Kreussler, Bernd. "Student from Ireland wins Silver Medal at 60th International Mathematical Olympiad." Irish Mathematical Society Bulletin 0084 (2019): 25–33. http://dx.doi.org/10.33232/bims.0084.25.33.

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45

Moroianu, Sergiu. "Romania helps Uganda on its way to the International Mathematical Olympiad." European Mathematical Society Magazine, no. 120 (July 2021): 55–58. http://dx.doi.org/10.4171/mag-25.

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46

Choi, Kyong Mi. "Influences of Formal Schooling on International Mathematical Olympiad Winners From Korea." Roeper Review 35, no. 3 (July 2013): 187–96. http://dx.doi.org/10.1080/02783193.2013.794890.

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47

Leader, Imre. "41st International Mathematical Olympiad: Taejon, South Korea, 13–25 July 2000." Mathematical Gazette 85, no. 502 (March 2001): 140–43. http://dx.doi.org/10.1017/s0025557200167476.

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48

Trinh, Trieu H., Yuhuai Wu, Quoc V. Le, He He, and Thang Luong. "Solving olympiad geometry without human demonstrations." Nature 625, no. 7995 (January 17, 2024): 476–82. http://dx.doi.org/10.1038/s41586-023-06747-5.

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AbstractProving mathematical theorems at the olympiad level represents a notable milestone in human-level automated reasoning1–4, owing to their reputed difficulty among the world’s best talents in pre-university mathematics. Current machine-learning approaches, however, are not applicable to most mathematical domains owing to the high cost of translating human proofs into machine-verifiable format. The problem is even worse for geometry because of its unique translation challenges1,5, resulting in severe scarcity of training data. We propose AlphaGeometry, a theorem prover for Euclidean plane geometry that sidesteps the need for human demonstrations by synthesizing millions of theorems and proofs across different levels of complexity. AlphaGeometry is a neuro-symbolic system that uses a neural language model, trained from scratch on our large-scale synthetic data, to guide a symbolic deduction engine through infinite branching points in challenging problems. On a test set of 30 latest olympiad-level problems, AlphaGeometry solves 25, outperforming the previous best method that only solves ten problems and approaching the performance of an average International Mathematical Olympiad (IMO) gold medallist. Notably, AlphaGeometry produces human-readable proofs, solves all geometry problems in the IMO 2000 and 2015 under human expert evaluation and discovers a generalized version of a translated IMO theorem in 2004.
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49

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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50

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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