Competitions, especially in mathematics, often prove that it isn’t just about grades and tests. It’s about analytical thinking too. Mathematical competitions, however, are somewhat different from mathematical learning or mathematical research activities; don’t expect the issues you get into, such as graduate study, to have the same cut-and-dried, neat taste that an Ontario problem does.
Aim of math contests
The aim of an international mathematics competition open to students around the world is to “provide a competitive and educational mathematical experience that is challenging and engaging to inspire kids.” The competition consists of four testing rounds during the year.
An individual test and a team test are included in each round, and both individual and school awards are given in each of two divisions.
Pros of math contests
Ontario math curriculum & other contests, in addition to promoting an interest in mathematics, help train students for competition. Most of life, for better or worse, is rivalry, whether for jobs or money or whatever. Competition of any type prepares students to cope with success and failure and teaches them that preparation is needed for successful results.
Moreover, there is some aspect of pressure in almost every interesting and worthwhile venture in life; competition teaches students how to manage it. They are not an unmitigated commodity, considering all the advantages of math contests.
Parents, teachers , and students themselves need to be on the lookout for signs of reduced interest, and they need to be prepared to back off and allow the student to rediscover his or her own interest in mathematics.
Burnout is particularly pernicious because the end result is mostly not a backlash against competition, but overall against math. Indeed, even students not competing in competitions have to look out for burnout, since the strain of competitions appears to promote burnout faster than in the classroom.
Cons of math competitions
Typically, these potential dangers are more than offset not only by the ideals we have already listed, but also by cooperation, the greatest asset of math contests.
These competitions bring students with similar interests and abilities together, helping them to create their own group in which they can find fellowship, motivation, and encouragement to a far greater degree than can be found in the traditional classroom for most of these students.
Whereas a student may be one of only three or four in her school who pursues math the way others play basketball, at a math contest, where she may meet many kindred spirits, she will not find herself so lonely.
On the heels of the first two, a third possible pitfall, burnout, also comes. Participants are as at risk of burnout as artists or competitors in math contests. Not all competitions are built well, first of all. Students should not take competitions that heavily stress speed or memorization too seriously.
Curriculum contests can also be misleading, particularly calculus contests for high school students, as they deepen the illusion that there is little more to math than what is in the classroom.
Conclusion
In short, math competitions are a significant social and academic opportunity for students, but it is important to wisely introduce students to contests, otherwise they are detrimental to the purpose of fostering a lifelong interest in mathematics and other creative skills.
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