"Olympiad Mathematics" is the abbreviation of Olympic Mathematics Competition. 1934 and 1935, the former Soviet union began to hold middle school mathematics competitions in Leningrad and Moscow, and held the first international mathematical Olympics in Bucharest from 65438 to 0959 under the name of mathematical Olympics. As an international competition, the International Mathematical Olympiad was put forward by international mathematical education experts, which exceeded the level of compulsory education in various countries and was much more difficult than the college entrance examination.

2. What are China numbers?

"Huajin Cup" Junior Mathematics Invitational Tournament is the abbreviation of mathematics competition named after Hua. It was created in memory of Hua, a famous mathematician in China. There are China Optimization Method, China Youth Daily, Economic Mathematics Research Association, and 16 National Large-scale Juvenile Mathematics Competition 20 10.

3. What's the difference between Olympic figures and China figures?

There is no essential difference between "Olympic Mathematics" and "Shu Hua", but the expression is a little different, because there is an RH school (formerly Beijing Chinese School) in Beijing, and they have compiled a set of teaching materials for Olympic Mathematics, which is called "Shu Hua" for short. "Shu Hua" is only a unique expression in Beijing, and there are only expressions of "Olympiad" or "Mathematical Olympics" in other places. The difference between Olympic Mathematics and Chinese Mathematics lies in the arrangement of knowledge structure and the difficulty of selecting some exercises in textbook compilation. There has always been a saying among parents that Chinese mathematics is more difficult than Olympic mathematics. The reason is that RH's "Guide to Mathematical Thinking Training in Chinese Schools" is more difficult than the general Olympiad book, and its essence is Olympiad.

4. What did Austrian Math get?

Most parents and teachers are not necessarily clear about this, and may think that only those so-called "difficult problems" and "off-topic problems" with relatively novel and strange ideas are "Olympic numbers". Actually, it is not. There is no doubt that Olympiad still belongs to mathematics. Of course, there are also some parts of the Olympic Mathematics related to the mathematics we usually study in class, which is the deepening and perfection of the classroom content; However, the olympiad is more of a seemingly unrelated content in the classroom. So what is this part and where does it come from? The scope of mathematics is extremely extensive, and the most authoritative classification in the world probably divides mathematics into dozens of categories, with more than 100 subcategories. We started with the linear equation of the senior grade in primary school and graduated from high school. In 1978, the mathematical categories involved were plane geometry, trigonometric function, linear equation (group), analytic geometry, solid geometry, set theory, inequality, sequence and so on. As mathematics education, of course, we should focus on these contents, because they are the core methods and fields of mathematics, but these contents are not fully covered even in the category of elementary mathematics. Ok, what's the Olympic number? In fact, it is the basic content of some branches of mathematics that we usually don't talk about in math class, such as graph theory, combinatorial mathematics, number theory, important mathematical ideas, such as structural thinking, specialized thinking, transformation thinking and so on. The choice of these contents is very scientific, because the basic methods and simple applications in these fields do not need special mathematical tools, and they are very interesting. These methods naturally help to cultivate students' interest in mathematics and expand their thinking and knowledge. By the way, in fact, there are a lot of contents in the Olympic Mathematics, especially in the middle and lower grades, which are all derived from the methods and ideas of China's ancient mathematical monographs, such as "profit and loss problem", such as "the chicken and the rabbit are in the same cage", and the "China's surplus theorem" to be introduced into the Olympic Mathematics in high school or middle school. I think these methods seem simple, but they really condense the extraordinary wisdom of ancient mathematicians in China, which is quite different from the western mathematical equation thought and unique. I think this is also a part of China's outstanding cultural heritage, and it is naturally beneficial to learn it. In the teaching practice of "Olympiad Mathematics", we don't blindly pursue difficulties and wonders, but always operate with the purpose of "laying a solid foundation and using it flexibly", mainly to expand students' thinking and deepen their understanding of some seemingly inconspicuous common sense and small conclusions in mathematics. For example, the multiplication and distribution law can be used to solve the problem that any quadrilateral area has a vertical diagonal. For another example, the summation of geometric series is essentially related to the method of circulating decimals, and it also involves some ideas such as "construction", so that students can deepen their understanding of mathematics in the exclamation of "Why didn't I think of it" and make progress unconsciously.