This work deals with the Mathematical Olympiad competition, and it is divided into two sections. The first section focuses on the history, organizational structure and the results of pupils in each year, comparing them. Part of this section also discusses and summarizes the International Mathematical Olympiad, mainly the achievements of our competitors. In the second section of the work is my own research on teachers' knowledge of Mathematical Olympiad. The research was focused mainly on the base of the competition at schools, what teachers know about its structure and most importantly what they think about the whole competition, how teachers and their pupils evaluate it.

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.

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.

The diploma thesis included of informations of a Mathematical Olympiad, equations and systems of equations. The theoretical part contains a historical development and its organization, next it contains informations about equations and their teaching as it is given in the National Curriculum. The practical part consists of a collection of exercises on the topic of equations and systems of equations, which were included in the competition Mathematical Olympiad. Examples in the collection are divided into categories vhich appeard, and ranked by difficulty. Further practical part includes evaluation works heets completed by students of Pedagogicial faculty, University of South Bohemia. This thesis may serve as preparation pupils on Mathematical Olympiad or as a collection of examples for talented pupils

Made available in DSpace on 2016-04-27T16:57:02Z (GMT). No. of bitstreams: 1 Washington Jose Santos Alves.pdf: 486997 bytes, checksum: 14658baeb0393c12e97c34666a9ce829 (MD5) Previous issue date: 2010-10-29 / Secretaria da Educação do Estado de São Paulo / This dissertation aims to investigate Brazilian Mathematical Olympiad Public Schools - OBMEP, sponsored by the federal government since 2005. The OBMEP was inserted into the scenario of Brazilian education in order to promote stimulus to the study of mathematics by students and contribute to improving the quality of basic education schools of local, state and federal. To understand the analysis proposed by the organizing committee of the association, we made a qualitative study with students from 3rd grade of high school, a public school located in São Paulo, to analyze how the OBMEP can stimulate and promote the study of mathematics among public school students and what possible contributions that evaluation can play in improving the quality of basic education in the country. Data analysis revealed that there is student interest in acquiring new knowledge and they are not motivated to participate in OBMEP due to lack of information about the competition / Esta dissertação tem como objetivo investigar a Olimpíada Brasileira de Matemática das Escolas Públicas OBMEP, promovida pelo governo federal desde 2005. A OBMEP foi inserida no cenário da educação brasileira com a finalidade de promover estímulo ao estudo da Matemática pelos alunos e contribuir para a melhoria da qualidade da Educação Básica das escolas municipais, estaduais e federais. Para compreender as análises propostas pela comissão organizadora da associação, fizemos uma pesquisa qualitativa com alunos da 3ª série do Ensino Médio de uma escola da rede pública localizada na cidade de São Paulo para verificar como a OBMEP pode estimular e promover o estudo da Matemática entre alunos das escolas públicas e quais possíveis contribuições que a avaliação pode exercer na Educação Básica do país. A análise dos dados revelou que há interesse dos alunos em adquirir novos conhecimentos e que estes não estão motivados para participar da OBMEP devido à falta de informação em torno da competição

nÃo hà / Esta pesquisa aborda discussÃes sobre a aÃÃo educacional subjacente a Coluna OlimpÃada de MatemÃtica publicada, semanalmente, no Jornal O Povo, na cidade de Fortaleza, no interstÃcio entre 1987 e 1996, na nova fase polÃtica da sociedade brasileira, destacado pela histÃria como Nova RepÃblica. Seus autores sÃo os professores Guilherme Lincoln Aguiar Ellery, JoÃo Marques Pereira, Marcondes Cavalcante FranÃa e Raimundo Thompson GonÃalves (in memorian), todos do Departamento de MatemÃtica, da Universidade Federal do CearÃ. Este tema insere-se na extensa Ãrea de pesquisa da histÃria e memÃria das disciplinas escolares, com destaque para a MatemÃtica no nÃvel do Ensino MÃdio. O objetivo geral da pesquisa constituiu-se em elaborar uma narrativa histÃrica compreensiva da Coluna OlimpÃada de MatemÃtica, identificando-a como uma aÃÃo educacional de divulgaÃÃo e preservaÃÃo do saber, destacando sua forma de inserÃÃo no contexto pedagÃgico do ensino de 1 e 2 graus de sua Ãpoca, hoje Ensino Fundamental e MÃdio, e analisando como de forma contÃnua, ininterrupta e longeva, esta conseguiu apresentar à comunidade uma visÃo holÃstica e interdisciplinar do estudo e ensino da MatemÃtica, como disciplina escolar. Neste sentido, buscou-se uma compreensÃo da trajetÃria daquela coluna publicada no citado jornal por via de um olhar crÃtico sobre a sistematizaÃÃo do conhecimento matemÃtico por ela divulgado, em uma perspectiva republicana, sobre como se chegou ao contexto pedagÃgico do ensino da MatemÃtica no nÃvel secundÃrio, no qual esteve inserida, de uma descriÃÃo analÃtica de seu conteÃdo, e da descoberta, a partir da captaÃÃo de uma percepÃÃo de seus autores, de indÃcios que possam esclarecer sua gÃnese, continuidade, ininterruptabilidade e longevidade. / This paper addresses a discussion regarding the underlying educational measure from the Mathematics Olympiad Newspaper Column, published weekly in the O Povo Newspaper from the City of Fortaleza, from 1987 to 1996, during Brazilian societyâs new political phase highlighted in Brazilâs history as the New Republic. The authors are professors Guilherme Lincoln Aguiar Ellery, JoÃo Marques Pereira, Marcondes Cavalcante FranÃa and Raimundo Thompson GonÃalves (in memoriam), all from the Mathematics Department of the Federal University of CearÃ. This theme is part of a broad area of research into the history and memory of different school disciplines, especially for secondary school level Mathematics. The general goal of this research is to trace a comprehensive historical narrative of the Mathematical Olympiad Column, identifying the newspaper column as an educational measure to disseminate and preserve knowledge, highlighting its key role in the pedagogical context of primary and secondary school levels at the time. As a secondary goal, the analysis of how the newspaper column was capable of presenting to society, in a continuous, uninterrupted and long lasting manner, a holistic and interdisciplinary vision of the study and teaching of Mathematics as a school subject. In this sense, this paper seeks to understand the trajectory of the newspaper column by means of a critical outlook regarding the way the column systematized mathematical knowledge, from a republican perspective. The central idea is to deepen our understanding of how the authors were able to approach the pedagogical context of teaching Mathematics at the secondary school level, through an analytical description of the content and discovery, stemming from the authors` perception as well as clues that may shed some light regarding its genesis, continuity, uninterrupted nature and longevity.

The aim of this thesis is to elaborate a set of tasks that will have increasing difficulty and will lead pupils to the skill of solving problems designed for gifted students. The action research will focus on the student's work with the proposed tasks. In the theoretical part, attention will be paid to the available literature on the teaching of mathematics to exceptionally gifted pupils.

The diploma thesis concerns the elaboration of excercises of inequality which were placed in mathematics olympics in 1951-1975, the clasification of inequality in agreement with the method of solution and showing other ways of solution. The thesis should serve as an addiltiolal study material for students interesed in mathematics.

The effects of participation of fifth grade students in the Mathematical Olympiad for Elementary Schools were investigated. Fifth grade subjects at one school who participated in the Mathematical Olympiad for Elementary Schools were compared with non-participants in routine and non-routine mathematics problem-solving achievement, non-routine problem-solving process levels, and attitudes towards mathematics. Results indicated that participation positively affected the participants’ non-routine problem-solving process levels but no uniform results were found on the other factors. The importance of appropriate non-routine mathematics problem-solving tests was indicated as a future source of study. A description of the investigation, instruments and results is included. / Master of Arts

Nogueira Filho, Ciro. A Coluna Olimpíada de Matemática do Jornal O Povo (1987-1996): entre documentos e narrativas. 2016. 207f . Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-04T17:16:18Z No. of bitstreams: 1 Tese de Ciro Nogueira Filho.pdf: 988232 bytes, checksum: 0dd0eab4ab7ffa65abcc5ebc4d0bfabc (MD5) / Rejected by Maria Josineide Góis (josineide@ufc.br), reason: on 2017-01-06T12:00:42Z (GMT) / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-06T12:04:25Z No. of bitstreams: 1 2016_tese_cnogueirafilho.pdf: 988232 bytes, checksum: 0dd0eab4ab7ffa65abcc5ebc4d0bfabc (MD5) / Approved for entry into archive by Maria Josineide Góis (josineide@ufc.br) on 2017-01-06T12:14:28Z (GMT) No. of bitstreams: 1 2016_tese_cnogueirafilho.pdf: 988232 bytes, checksum: 0dd0eab4ab7ffa65abcc5ebc4d0bfabc (MD5) / Made available in DSpace on 2017-01-06T12:14:29Z (GMT). No. of bitstreams: 1 2016_tese_cnogueirafilho.pdf: 988232 bytes, checksum: 0dd0eab4ab7ffa65abcc5ebc4d0bfabc (MD5) Previous issue date: 2016 / This paper addresses a discussion regarding the underlying educational measure from the Mathematics Olympiad Newspaper Column, published weekly in the O Povo Newspaper from the City of Fortaleza, from 1987 to 1996, during Brazilian society’s new political phase highlighted in Brazil’s history as the New Republic. The authors are professors Guilherme Lincoln Aguiar Ellery, João Marques Pereira, Marcondes Cavalcante França and Raimundo Thompson Gonçalves (in memoriam), all from the Mathematics Department of the Federal University of Ceará. This theme is part of a broad area of research into the history and memory of different school disciplines, especially for secondary school level Mathematics. The general goal of this research is to trace a comprehensive historical narrative of the Mathematical Olympiad Column, identifying the newspaper column as an educational measure to disseminate and preserve knowledge, highlighting its key role in the pedagogical context of primary and secondary school levels at the time. As a secondary goal, the analysis of how the newspaper column was capable of presenting to society, in a continuous, uninterrupted and long lasting manner, a holistic and interdisciplinary vision of the study and teaching of Mathematics as a school subject. In this sense, this paper seeks to understand the trajectory of the newspaper column by means of a critical outlook regarding the way the column systematized mathematical knowledge, from a republican perspective. The central idea is to deepen our understanding of how the authors were able to approach the pedagogical context of teaching Mathematics at the secondary school level, through an analytical description of the content and discovery, stemming from the authors` perception as well as clues that may shed some light regarding its genesis, continuity, uninterrupted nature and longevity / Esta pesquisa aborda discussões sobre a ação educacional subjacente a Coluna Olimpíada de Matemática publicada, semanalmente, no Jornal O Povo, na cidade de Fortaleza, no interstício entre 1987 e 1996, na nova fase política da sociedade brasileira, destacado pela história como Nova República. Seus autores são os professores Guilherme Lincoln Aguiar Ellery, João Marques Pereira, Marcondes Cavalcante França e Raimundo Thompson Gonçalves (in memorian), todos do Departamento de Matemática, da Universidade Federal do Ceará. Este tema insere-se na extensa área de pesquisa da história e memória das disciplinas escolares, com destaque para a Matemática no nível do Ensino Médio. O objetivo geral da pesquisa constituiu-se em elaborar uma narrativa histórica compreensiva da Coluna Olimpíada de Matemática, identificando-a como uma ação educacional de divulgação e preservação do saber, destacando sua forma de inserção no contexto pedagógico do ensino de 1º e 2º graus de sua época, hoje Ensino Fundamental e Médio, e analisando como de forma contínua, ininterrupta e longeva, esta conseguiu apresentar à comunidade uma visão holística e interdisciplinar do estudo e ensino da Matemática, como disciplina escolar. Neste sentido, buscou-se uma compreensão da trajetória daquela coluna publicada no citado jornal por via de um olhar crítico sobre a sistematização do conhecimento matemático por ela divulgado, em uma perspectiva republicana, sobre como se chegou ao contexto pedagógico do ensino da Matemática no nível secundário, no qual esteve inserida, de uma descrição analítica de seu conteúdo, e da descoberta, a partir da captação de uma percepção de seus autores, de indícios que possam esclarecer sua gênese, continuidade, ininterruptabilidade e longevidade.