Innovative Pathways in Mathematics Education: The Role of International Project Competitions in Student Growth
Abstract
This study examines the impact of international mathematics project competitions on middle and secondary school students, emphasising their role in fostering mathematical competence, critical thinking, motivation and a global STEM-oriented mindset. Drawing on an extensive review of international literature and historical developments, the research identifies four core benefits of such competitions: the identification and development of exceptional talent, extended learning opportunities beyond the classroom, encouragement of students to pursue scientific careers and the enhancement of educational institutions’ reputations. The study further investigates the evolution and educational value of project-based competitions compared to traditional mathematical contests, stressing the importance of including real-life applications, algorithmic reasoning and teamwork. Particular emphasis is placed on the integration of underrepresented mathematics domains into project themes, arguing that these can inspire deeper student engagement and innovative thinking. The discussion also highlights the role of educators, competition design and interdisciplinary collaboration in supporting student growth through these platforms. Recommendations are presented for enhancing competition effectiveness and accessibility, including tailoring activities to twenty-first-century skills, encouraging female participation and expanding curriculum links. The paper concludes with a call for increased institutional support and broader recognition of the formative potential of mathematics project competitions in nurturing future researchers and creative problem-solvers.
Downloads
References
Adera, N. (2025). Innovative learning spaces and blended learning: Quest for 21st century competency teaching and learning approaches. In G. Areba, B. Gisore, & E. Njurai (Eds.), Creating dynamic space in higher education: Modern shifts in policy, competencies, and governance (pp. 139–174). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-6930-2.ch006
Akpinar, M., del Campo, C., & Eryarsoy, E. (2015). Learning effects of an international group competition project. Innovations in Education and Teaching International, 52(2), 160–171. https://doi.org/10.1080/14703297.2014.880656
Akveld, M., Cáceres, L., Crawford, D., & Henao, F. (2022). The perceived impact of mathematics competitions on teachers and their classrooms in Puerto Rico, Switzerland, and the UK. ZDM Mathematics Education, 54, 1009–1025. https://doi.org/10.1007/s11858-022-01414-x
Almarashdi, H. S., Mohamed, A. H., & Jarrah, A. M. (2023). Towards equity: Exploring gifted and high achieving students’ lived experiences with a mathematical enrichment program based on PISA. Sustainability, 15(5), Article 4658. https://doi.org/10.3390/su15054658
Alro, H., & Skovsmose, O. (2004). Dialogue and learning in mathematics education: Intention, reflection, critique (Vol. 29). Springer Science & Business Media.
Andreescu, T., & Enescu, E. (2011). Mathematical Olympiad treasures (2nd ed.). Birkhäuser.
Bajnok, B. (2024). An historical overview of the influence of technology on mathematical competitions. arXiv. https://arXiv:2404.07118
Baker, L., Labuschagne, P., Katende, J., & Makunja, G. (2022). Mathematical competitions in Africa: Their prevalence and relevance to students and teachers. ZDM Mathematics Education, 54, 1027–1042. https://doi.org/10.1007/s11858-022-01347-5
Balta, N., Japashov, N., Karimova, A., Agaidarova, S., Abisheva, S., & Potvin, P. (2023). Middle and high school girls’ attitude to STEM career interest across grade levels and school types. Frontiers in Education, 8, Article 1158041. https://doi.org/10.3389/feduc.2023.1158041
Biber, B. T., & Saralar-Aras, İ. (2024) Transforming STEM education: The impact of the RETA model on pre-service teachers’ attitudes and lesson planning. e-Kafkas Journal of Educational Research, 11(1), 48–64. https://doi.org/10.30900/kafkasegt.1412764
Bicknell, B., & Riley, T. (2012). The role of competitions in a mathematics programme. APEX: The New Zealand Journal of Gifted Education, 17(1). https://www.giftedchildren.org.nz/apex
Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2016). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 86(4), 803–848. https://doi.org/10.3102/0034654316672069
Bubić, A., Tošić , A., & Mišetić, I. (2021). The role of parental self-efficacy in explaining children’s academic outcomes. Center for Educational Policy Studies Journal, 11(4), 189–212. https://doi.org/10.26529/cepsj.860
Campbell, J. R., Cho, S., & Feng, A. X. (2010). Academic competition. A bridge to more opportunities for the talented. Roeper Review, 33(1), 5–7. https://doi.org/10.1080/02783193.2011.530201
Campbell, J. R., & Walberg, H. J. (2010). Olympiad studies: Competitions provide alternatives to developing talents that serve national interests. Roeper Review, 33(1), 8–17. https://doi.org/10.1080/02783193.2011.530202
Carpenter, J. P., & Pease, J. S. (2013). Preparing students to take responsibility for learning: The role of non-curricular learning strategies. Journal of Curriculum and Instruction, 7(2), 38–55. https://doi.org/10.3776/joci.2013.v7n2p38-55
Dai, D.Y., & Rinn, A.N. (2008). The big-fish-little-pond effect: What do we know and where do we go from here? Educational Psychology Review, 20, 283–317. https://doi.org/10.1007/s10648-008-9071-x
Dania, A., Koukounaras Liagkis, M., Gogoulou, A., Karavas, E., Vlachos, K., Magos, K., & Vitsou, M. (2025). Supporting pre-service teachers’ civic competence as a strategy for internationalisation in the digital era. Center for Educational Policy Studies Journal, 15(1), 13–33. https://doi.org/10.26529/cepsj.1676
de Losada, M. F., & Taylor, P. J. (2022). Perspectives on mathematics competitions and their relationship with mathematics education. ZDM Mathematics Education, 54, 941–959. https://doi.org/10.1007/s11858-022-01404-z
Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Bill & Melinda Gates Foundation.
Dyson, F. (2009). Birds and frogs. Notices of the American Mathematical Society, 56(2), 212–223.
Ersoy, Y., & Nemetz, T. (1995). Mathematics project course in teacher training: Constructing nice puzzles. In C. W. Sloyer, W. Blum, & I. D. Huntley (Eds.), Advances and perspectives in the teaching of mathematical modelling and applications (pp. 195–202). Water Street Mathematics.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.2307/1167322
Geretschläger, R., & Donner, L. (2022). Writing and choosing problems for a popular high school mathematics competition. ZDM Mathematics Education, 54, 971–982. https://doi.org/10.1007/s11858-022-01351-9
Goos, M., & Bennison, A. (2019). A zone theory analysis of identity formation in mathematics teacher educators. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of CERME11 (pp. 3906–3913). Utrecht University. https://hal.science/hal-02422523
Gunes, H., & Saralar-Aras, İ. (2023). 21. yüzyılda matematik öğretmeninin sırt çantası: Yapay zekâ ile web araçlarının matematik öğretiminde kullanımı [The 21st century mathematics teachers backpack: The use of artificial intelligence and web tools in mathematics teaching]. In S. Keskin (Ed.), Kuramdan uygulamaya sınıf içi uygulamalar [In class applications from theory to practice] (pp.77–106). Nobel Publication.
Harper, J. (2015). Co-operation and competition: How participation in academic competitions using project-based and student-focused learning supports traditional education while fostering curiosity, courage and creativity. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI2015 Proceedings (pp. 762–770). IATED Academy
Hawkins, A. (1990). Students’ project work and the UK applied statistics competition. In D. Vere-Jones (Ed.), Proceedings of the Third International Conference on Teaching Statistics (pp. 209–213). International Statistical Institute. https://fpce.uc.pt/iase-web/documents/papers/icots3/BOOK1/A4-2.pdf
Herrity, J. (2023, December 16). 11 benefits of collaborative learning (plus tips to use it). Indeed Career Guide. https://www.indeed.com/career-advice/career-development/benefits-of-collaborative-learning
Issa, G., Hussain, S. M., & Al-Bahadili, H. (2014). Competition-based learning: A model for the integration of competitions with project-based learning using open source LMS. International Journal of Information and Communication Technology Education (IJICTE), 10(1), 1–13. https://doi.org/10.4018/ijicte.2014010101
Kafai, Y. B. (2014). Motivating and broadening participation: Competitions, contests, challenges, and circles for supporting STEM Learning. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014 (pp. 1219–1227). International Society of the Learning Sciences.
Kalman, R. (2002). Challenging gifted students: The Math Olympiads. Understanding Our Gifted, 14(4), 13–14. https://eric.ed.gov/?id=EJ653804
Karnes, F. A., & Riley, T. L. (2005). Competitions for talented kids: Win scholarships, big prize money, and recognition. Prufrock Press.
Kenderov, P. S. (2006). Competitions and mathematics education. In Proceedings of the International Congress of Mathematicians (Vol. 3, pp. 1583–1598). European Mathematical Society. https://doi.org/10.4171/022-3/76
Kenderov, P. S. (2022). Mathematics competitions: An integral part of the educational process. ZDM Mathematics Education, 54, 983–996. https://doi.org/10.1007/s11858-022-01348-4
Khmelevsky, Y., & Chidlow, K. (2021). Students programming competitions as an educational tool and a motivational incentive to students. Computers and Society [Online]. https://doi.org/10.48550/arXiv.2105.15136
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Kurudirek, A. (2023). Illuminating high school students with some interesting non-Euclidean geometries in the plane. International Journal of Statistics and Applied Mathematics, 8(4), 63–68. https://doi.org/10.22271/maths.2023.v8.i4a.1100
Kurudirek, A., & Berdieva, O. (2024). The more empowered schools, the more fruitful students. (2024). Educenter: Jurnal Ilmiah Pendidikan, 3(1), 1–9. https://doi.org/10.55904/educenter.v3i1.921
Kushnarev, S., & Libertini, J. M. (2021). Promoting interdisciplinary and mathematical modelling through competitions. In R. Buckmire, & J. Libertini (Eds.), Improving applied mathematics education (pp. 81–94). Springer. https://doi.org/10.1007/978-3-030-61717-2_5
Lee, J. C. K., Law, E. H. F., Chun, D. W. S., & Chan, K. N. C. (2017). Cultivating self-management and leadership skills among Hong Kong students. Curriculum and Teaching, 32(1), 5–24. https://doi.org/10.7459/ct/32.1.02
Leikin, R. (2021). When practice needs more research: The nature and nurture of mathematical giftedness. ZDM Mathematics Education 53, 1579–1589. https://doi.org/10.1007/s11858-021-01276-9
Li, X. (2019). A follow-up study on contestants in the International Science and Engineering Fair from the Chinese Mainland. Cultures of Science, 2(2), 151–159.
Masriyah, M., Kohar, A. W., Rahaju, E. B., Fardah, D. K., & Hanifah, U. (2024). Assessing student teachers’ ability in posing mathematical reasoning problems. Center for Educational Policy Studies Journal, 14(2), 9–37. https://doi.org/10.26529/cepsj.1368
Miller, K., Sonnert, G., & Sadler, P. (2018). The influence of students’ participation in STEM competitions on their interest in STEM careers. International Journal of Science Education, 8(2), 95–114. https://doi.org/10.1080/21548455.2017.1397298
More, M. (2018). Mathematics and engineering in real life through mathematical competitions. International Journal of Mathematical Education in Science and Technology, 49(2), 305–321. https://doi.org/10.1080/0020739X.2017.1387297
National Council of Teachers of Mathematics. (1998). NCTM’s statement of belief. https://www.nctm.org/
Niemi, H. (2021). Education reforms for equity and quality: An analysis from an educational ecosystem perspective with reference to Finnish educational transformations. Center for Educational Policy Studies Journal, 11(2), 13–35. https://doi.org/10.26529/cepsj.1100
Nugroho, K. U. Z., Sukestiyarno, Y. L., & Nurcahyo, A. (2021). The weaknesses of Euclidean geometry: A step of needs analysis of non-Euclidean geometry learning through an ethnomathematics approach. Edumatika: Jurnal Riset Pendidikan Matematika, 4(2), 126–149. https://doi.org/10.32939/ejrpm.v4i2.1015
Omerović, M., Rešić, S., Palić, A., & Bazdalić, T. (2020). Role of additional activities and competition in the teaching of mathematics. The International Journal for Education/Rehabilitation and Psychosocial Research, 10(1), 41–50. https://doi.org/10.21554/HRR.042005
Ozdemir, D. (2022). An examination of students’ views about an international math contest. International Electronic Journal of Mathematics Education, 17(2), Article em0680. https://doi.org/10.29333/iejme/11817
Ozdemir, D., & Isiksal Bostan, M. (2021). A design-based study: Characteristics of differentiated tasks for mathematically gifted students. European Journal of Science and Mathematics Education, 9(3), 125–144.
Ozturk, M. A., & Debelak, C. (2008). Affective benefits from academic competitions for middle school gifted students. Gifted Child Today, 31(2), 48–53.
Ramskov, K. (2000). The Danish Mathematical Society through 125 years. Historia Mathematica, 27(3), 223–242. https://doi.org/10.1006/hmat.2000.2283
Razpotnik, Š., Sande, M., Dekleva, B., Tadič, D., Klemenčič Rozman, M. M., & Rapuš Pavel, J. (2024). Young people with complex needs as a particular challenge for the education system. Center for Educational Policy Studies Journal, 14(4), 33–53. https://doi.org/10.26529/cepsj.1895
Rebholz, F., Golle, J., Tibus, M., Ruth-Herbein, E., Moeller, K., & Trautwein, U. (2022). Getting fit for the Mathematical Olympiad: positive effects on achievement and motivation? Z Erziehungswiss, 25, 1175–1198. https://doi.org/10.1007/s11618-022-01106-y
Regeneron International Science and Engineering Fair. (2023). Fueling stem innovators. https://www.regeneron.com/responsibility/fueling-stem-innovators/isef
Riley, T. L., & Karnes, T. A. (1998). Mathematics + competitions = a winning formula! Gifted Child Today, 21(4), 42–44. https://doi.org/10.1177/107621759802100413
Sagge Jr., R. G., Glorial, J. C., & Labis, S. J. F. (2022). Lived experiences of the International Mathematics Competition winners: A phenomenographic study. Journal of Positive School Psychology, 6(8), 10494–10510.
Saralar-Aras, İ., & Kurudirek, A. (2025). Assessing and advancing non-Euclidean geometries in middle school mathematics education: A case for curriculum inclusion. Mathematics Teaching Research Journal, 17(1), 56–81. https://doi.org/10.5281/zenodo.15064118
Savage, E. S. (2010). The origins of mathematical societies and journals [Master’s Thesis, University of Tennessee]. TRACE Institutional Repository. https://trace.tennessee.edu/utk_gradthes/658
Schnell, S., & Prediger, S. (2017). Mathematics enrichment for all – noticing and enhancing mathematical potentials of underprivileged students as an issue of equity. Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 143–165. https://doi.org/10.12973/eurasia.2017.00609a
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (Revised ed.). Doubleday.
Shillor, I. (1997). Gifted mathematicians constructing their own geometries – changes in knowledge and attitudes. Gifted Education International, 12(2), 102–105. https://doi.org/10.1177/026142949701200210
Siegle, D., Gubbins, E. J., O’Rourke, P., Langley, S. D., Mun, R. U., Luria, S. R., Little, C. A., McCoach, D. B., Knupp, T., Callahan, C. M., & Plucker, J. A. (2016). Barriers to underserved students’ participation in gifted programs and possible solutions. Journal for the Education of the Gifted, 39(2), 103–131. https://doi.org/10.1177/0162353216640930
Singer, F. M., Sheffield, L. J., Freiman, V., & Brandl, M. (2016). Research on and activities for mathematically gifted students. In G. Kaiser (Ed.), Research on and activities for mathematically gifted students. ICME-13 Topical Surveys. Springer. https://doi.org/10.1007/978-3-319-39450-3_1
Slapničar, M., Ribič, L., Devetak, I., & Vinko, L. (2024). Inquiry-based chemistry education activities in a non-formal educational setting for gifted students. Center for Educational Policy Studies Journal, 14(1), 143–169. https://doi.org/10.26529/cepsj.1706
Smit, R., Hess, K., Taras, A., Bachmann, P., & Dober, H. (2023). The role of interactive dialogue in students’ learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes. Learning and Instruction, 86, Article 101777. https://doi.org/10.1016/j.learninstruc.2023.101777
Smith, K. N., Jaeger, A. J., & Thomas, D. (2019). “Science Olympiad is why I’m here”: The influence of an early STEM program on college and major choice. Research in Science Education, 51(4), 443–459. https://doi.org/10.1007/s11165-019-09897-7
Soares, F., Lopes, A. P., Bocanet, V., Brown, K., Cellmer, A., Kierkosz, I., Labanova, O., Serrat, C. & Uukkivi, A. (2022). Students’ international competition: Promoting engagement and social skills. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), EDULEARN22 Proceedings: 14th International Conference on Education and New Learning Technologies (pp. 498–507). IATED Academy. https://doi.org/10.21125/edulearn.2022.0161
Society for Science. (2025a). Annual Report of Society for Science. Regeneron ISEF. https://www.societyforscience.org/annual-reports/
Society for Science. (2025b). International Science and Engineering Fair Alumni. Regeneron ISEF. https://www.societyforscience.org/alumni/isef-alumni/
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3–54. https://doi.org/10.1177/1529100611418056
Subotnik, R. F., & Rickoff, R. (2010). Should eminence based on outstanding innovation be the goal of gifted education and talent development? Implications for policy and research, Learning and Individual Differences, 20(4), 358–364. https://doi.org/10.1016/j.lindif.2009.12.005
Sujatha, S., & Vinayakan, K. (2023). Assessing the impact of math competitions and challenges on student learning: A review. International Journal of Advanced Trends in Engineering and Technology, 8(2), 62–67.
Sukestiyarno, Y. L., Nugroho, K. U. Z., Sugiman, S., & Waluya, B. (2023). Learning trajectory of non-Euclidean geometry through ethnomathematics learning approaches to improve spatial ability. Eurasia Journal of Mathematics, Science and Technology Education, 19(6), Article em2285. https://doi.org/10.29333/ejmste/13269
Sunzhong, L., Yong, Z., Peiyao, L., & Bin, X. (2022). Internal persistence and external support – what makes Chinese teachers of the mathematically gifted stick to their post? Frontiers in Psychology, 13, Article 833372. https://doi.org/10.3389/fpsyg.2022.833372
Thrasher, T. N. (2008). The benefits of mathematics competitions. Alabama Journal of Mathematics, 33, 59–63. http://ajmonline.org/2008/12.pdf
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.
Traşcă, I., Petrescu, T. C., & Nicolescu, B. N. (2019). The magic of the numbers: New paradigm for organizing the mathematics competitions. In E. Soare, & C. Langa (Eds.), Education Facing Contemporary World Issues (Vol. 67, pp. 1401–1408). Future Academy. https://doi.org/10.15405/epsbs.2019.08.03.172
Valsiner, J. (1997). Culture and the development of children’s action: A theory of human development (2nd ed.). John Wiley & Sons.
VanTassel-Baska, J. (2003). Curriculum policy development for gifted programs: Converting issues in the field to coherent practice. In J. H. Purcell, & R. D. Eckert (Eds.), Rethinking gifted education, (pp.173–185).
Verhoeff, T. (1997). The role of competitions in education. In Proceedings of the Future world: Educating for the 21st century, a conference and exhibition at IOI (pp. 1–10). IOI. https://olympiads.win.tue.nl/ioi/ioi97/ffutwrld/competit.html
Wakefield, D. V. (2000). Math as a second language. The Educational Forum, 64(3), 272–279. https://doi.org/10.1080/00131720008984764
Webb, N. M., Franke, M. L., Ing, M., Turrou, A. C., Johnson, N. C., & Zimmerman, J. (2019). Teacher practices that promote productive dialogue and learning in mathematics classrooms. International Journal of Educational Research, 97, 176–186. https://doi.org/10.1016/j.ijer.2017.07.009
Yaglom, I. M. (1979). A simple non-Euclidean geometry and its physical basis: An elementary account of Galilean geometry and the Galilean principle of relativity. Springer-Verlag.
Yuret, T. (2024). Career paths of the International Mathematics Olympiad (IMO) medalists. Scientometrics, 129, 3469–3491. https://doi.org/10.1007/s11192-024-05042-y
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
