Do Women Give Up Competing More Easily? Evidence from the Lab and the Dutch Math Olympiad
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Olympiad
The research aims to describe the level of creative thinking ability of students in solving mathematics olympiad problems based on students' metacognition levels by using the qualitative descriptive approach. The subjects of this study were the students at State of Junior High School (SMPN) 2 Jember involving the learning of Olympiad mathematics. The data collection was carried out based on the student's creative thinking ability test sheets, interviews, and observations. Test questions given to the students were mathematics olympiad questions. The analysis of the Miles and Huberman models were used for data analysis. The results exhibited that the level of creative thinking skills of the students in solving mathematics Olympiad questions were 29.41% (less creative), 41.18% (quite creative), 11.76% (creative) and 17.65% (very creative). On the other hand, the metacognitive level of SMPN 2 Jember students were 64.71% at level 2 (aware use), 23.53% at level 3 (strategic use) and 11.76% at level 4 (reflective use). In addition, the literatures indicate that there are several factors affectting the creative thinking skills and metacognition level, among them is an understanding of the information of the problem, compiling an appropriate strategies, skills of the chosen strategy, skills of answer elaboration, mastery of the Mathematics Olympiad material and a tendency to rely on the memorization or imitations based on previous or discussed solutions.
Olympiad
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It had been over a hundred years since the first organized competition on maths in the world,the Hungarian Maths Competition in 1894.With a history of more than forty years,there had been 45 International Mathematics Olympiad.At the present time,those countries with a comparatively high level in middle school maths education had held various mathematic competitions and also attended the International Mathematics Olympiad.Mathematics Olympiad had played an active role in discovering and cultivating young talents in maths,enhancing the interest and ability in learning maths and improving the improving the students’ reasoning.
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본 연구에서는 한국정보올림피아드 경시부문 초등부 지역예선을 준비하고 컴퓨터 원리를 학습할 수 있는 교재를 Polya의 문제해결 단계의 원리를 적용하여 개발하였다. 교재의 내용은 학생들이 컴퓨터 원리를 학습할 수 있도록 프로그래밍의 기본이 되는 이산수학과 자료구조로 선정하였다. 개발된 교재는 J대학교의 정보영재교육원에 재학 중인 초등학생을 대상으로 투입한 뒤 기출문제를 재구성한 검사도구를 활용하여 정보올림피아드 문제해결 능력 신장에 도움이 되었음을 밝혔다. 앞으로 정보올림피아드 지도교사를 위한 지도서의 개발 및 연수 등 컴퓨터 교육을 정상화 할 수 있는 현실적인 여건이 구비되어야 할 것이다. In this study, the teaching material has been developed based on Polya's Problem Solving Techniques for preparing Korea Information Olympiad qualification and studying principle of computer. the basis of discrete mathematics and data structures were selected as the content of textbooks for students to learn computer programming principles. After the developed textbooks were applied to elementary school students of Science Gifted Education Center of J University, the result of study proves that textbook helps improve problem-solving ability using the testing tool restructured sample questions from previous test. We need guidebook and training course for teachers and realistic conditions for teaching the principles of computer.
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Mathematical Olympiad education had become an educational activity well known internationally. With the development of such activity, a special mathematics subject had been formed gradually Olympic Mathematics, which was a fundamental synthetic mathematics, a developing educational mathematics, a innovative problem mathematics and a challenging live mathematics. To recognize the characteristics of the system, and study the main content and features of the problems, we could define the position of mathematical Olympic educational teaching, master its teaching requirements and carry out its teaching strategy scientifically in order to urge mathematical Olympiad education of China to develop healthily and orderly.
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Math wars
Core-Plus Mathematics Project
Mathematical problem
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The purpose of this article is to demonstrate the possibilities of identifying the mathematical giftedness in elementary schoolers with the help of Olympiad problems. For this, the authors clarify the concept of “mathematical giftedness”, show the relationship between the concepts of “mathematical giftedness” and “mathematical abilities”, and indicate the most significant abilities of elementary schoolers from the set of mathematical giftedness. The role of mathematical Olympiads in identifying mathematically gifted elementary schoolers is substantiated. This role consists in creating situations where the participants of the Olympiad are forced to make mental efforts to perform the following actions: analysis of a problem situation to identify essential relationships, modeling a new way of action to solve the proposed problem, combining available methods of action to apply in a new situation in limited time. The criteria for compiling Olympiad tasks for identifying mathematically gifted students are formulated, the most important of which is the clear focus of each task on demonstrating a mathematical ability of a certain type, as well as the selection of the mathematical content of the Olympiad problems strictly from the elementary course of mathematics. The problems of one Olympiad should be based on the content of different sections of the elementary mathematics course. The examples of the Olympiad problems based on the content of the elementary mathematics course are provided and the substantiation of their role in demonstrating the mathematical abilities of the Olympiad participant in solving them is given. The results of observing the educational achievements of students (during their entire stay at school) who showed mathematical abilities at the Olympiads are provided as well as the prospects and certain difficulties of further research on ways to solve the problem.
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Abstract This research aimed at describing the process of the mathematical Olympiad students in solving National Science Olympiad ( OSN ) problem on number theory material. The subjects of the research were 4 Olympiad students at Pythagoras Development Center of Mathematics and Natural Sciences Jember. The data collection methods used were test and interview. In this case, every student had strengths and weaknesses in solving the problem. All of the students were able to write and explain what was known and asked but they were still lack to model the problem into mathematical form. The students were able to formulate properly but were lack to construct it into various possible answers. All of the students were able to write systematic steps and correct conclusion. All of the students checked all the results, but there were still some students who were not careful in checking, so there were inappropriate answers.
Olympiad
Strengths and weaknesses
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Olympiad
Core-Plus Mathematics Project
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The research aims to describe the level of creative thinking ability of students in solving mathematics olympiad problems based on students' metacognition levels by using the qualitative descriptive approach. The subjects of this study were the students at State of Junior High School (SMPN) 2 Jember involving the learning of Olympiad mathematics. The data collection was carried out based on the student's creative thinking ability test sheets, interviews, and observations. Test questions given to the students were mathematics olympiad questions. The analysis of the Miles and Huberman models were used for data analysis. The results exhibited that the level of creative thinking skills of the students in solving mathematics Olympiad questions were 29.41% (less creative), 41.18% (quite creative), 11.76% (creative) and 17.65% (very creative). On the other hand, the metacognitive level of SMPN 2 Jember students were 64.71% at level 2 (aware use), 23.53% at level 3 (strategic use) and 11.76% at level 4 (reflective use). In addition, the literatures indicate that there are several factors affectting the creative thinking skills and metacognition level, among them is an understanding of the information of the problem, compiling an appropriate strategies, skills of the chosen strategy, skills of answer elaboration, mastery of the Mathematics Olympiad material and a tendency to rely on the memorization or imitations based on previous or discussed solutions.
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Abstract All around the world, there are numerous academic competitions (e.g., “Academic Olympiads”) and corresponding training courses to foster students’ competences and motivation. But do students’ competences and motivation really benefit from such courses? We developed and evaluated a course that was designed to prepare third and fourth graders to participate in the German Mathematical Olympiad. Its effectiveness was evaluated in a quasi-experimental pre- and posttest design ( N = 201 students). Significant positive effects of the training were found for performance in the academic competition (for both third and fourth graders) as well as mathematical competences as measured with a curriculum-oriented test (for fourth graders only). Differential effects across grade levels (with more pronounced positive effects in fourth-grade students) were observed for students’ math self-concept and task-specific interest in mathematics, pointing to possible social comparison effects.
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Two studies were performed using students who competed at regional and national levels in the Science Olympiad. The Olympiad is a day‐long, multi‐event competition in which teams of junior high and senior high science students cooperate in the application of science process skills and reasoning to score points by solving problems or answering questions. High school participants in the first study took the Test of Integrated Process Skills (TIPS) prior to the Olympiad. In the second study, junior high students were given the Group Assessment of Logical Thinking (GALT) test before competing in three selected Olympiad events. Results indicate that both the TIPS and the GALT tests correlate significantly with student success “on the playing field” of science. Knowing students' initial process skills and logical reasoning abilities is useful for planning effective science programs, but is probably not a good way to select the best students for competition in the Science Olympiad.
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