The Role of Competitions in a Mathematics Programme

Abstract

What role do competitions play in a mathematics programme for our students, especially our gifted and talented students? This question is examined from the perspectives of fifteen students (10-13 year olds) identified by their schools as mathematically gifted and talented, their teachers, and their parents. Students participated in variety of different types of mathematics competitions-local, national, and international. There was differential access to the competitions and differing perspectives; students and parents shared similar views about the value of competitions, but there was a difference of opinion among the teachers.

Validity and Diagnostic Attributes of a Mathematics Olympiad for Junior High School Contestants

“…In spite of these concerns, there is a significant body of committed competition supporters worldwide who highlight many advantages (Gyöngyösi, 2002;Bicknell & Riley, 2012). Competitions stimulate interest in mathematics.…”

“…Kahane (2009) argues strongly for mathematics competitions since they particularly lend themselves to free investigation, imagination and creative activities. Bicknell and Riley (2012) plead for competitions to be acknowledged in school policy as part of the official mathematics programme and that equitable opportunities should be provided for students to participate in mathematics competitions. Kenderov (2006) sees competitions as providing a tool to identify and develop students with higher abilities and talent who do not experience any challenge in the standard curriculum and their mathematical abilities and talent then remain undiscovered and undeveloped.…”

“…The social impact of competitions is also mentioned by Bicknell and Riley (2012) and Kenderov (2006). Mathematics enrichment activities can be viewed as events generating discussions among the students, since competition problems can often be solved in more than one way thus provoking discussions.…”

“…According to the literature mathematics competitions may address both issues as they do not consist of a collection of routine tasks to be executed, but purposely emphasise that mathematics is about creative thinking and the development of problem solving methods (Kahane, 2009;Kenderov, 2006). There is some evidence that participation in mathematics competitions improves performance in school mathematics (Bicknell & Riley, 2012) and attitudes towards mathematics as a subject (Gyöngyösi, 2002;Bicknell & Riley, 2012). In order for mathematics competitions to also identify ability, the competition instruments need to be valid, i.e.…”

"Let’s all hold hands and cross the line together!": Competition, motivation and gifted learners

“…Structural competition refers to the dynamics of the situation, where intentional competition is about the attitude or personality trait of the individual. There are proven benefits of structural competitions and several researchers have explored the role of these in learning and achievement in general and more specifically (see for example, Bicknell & Riley, 2012;Kao, 2011;Riley & Karnes, 2005, 2009Riley, 2011). However, there has been less research undertaken in relation to intentional competition.…”