Numerical-Variational and Random Thinking: Its Relationship with Problem-Solving and Posing Performance Among 3rd Graders in the 2024 Recreational Mathematics Olympiads

Author Information

Angela Ercolino, Universidad Metropolitana de Caracas, Venezuela
Dougliannys Mariette Ramos Mejía, Universidad Metropolitana de Caracas, Venezuela
Kleber Bauza, Universidad Metropolitana de Caracas, Venezuela

Abstract

The research aimed to evaluate and demonstrate the direct relationship between the consolidation of the numerical-variational (V1) and random (V2) components, and how these influence the problem posing and solving competence (V3), in order to determine the success of young participants in the 2024 Recreational Mathematics Olympiads. A quantitative, ex post facto, non-experimental, cross-sectional, and correlational-causal investigation was conducted. The sample consisted of 3rd-grade children, N = 10,627, who took the preliminary national-level mathematics Olympiad test. Multiple linear regression analysis was used to examine the relationship between the predictor variables and the criterion variable. The resulting model proved to be highly significant in predicting the dependent variable, F(2, 10627) = 15316.24, p < .001. Furthermore, it explains a substantial proportion of the total variance, with an adjusted coefficient of determination (R^2) of 0.742, indicating that approximately 74.2% of the variance in the dependent variable is explained by the included predictor variables. In conclusion, a highly significant correlation exists between the sample size (N) and the independent variables, numerical-variational and random, as well as the dependent variable, problem posing and solving. This enables the creation of curricular adaptations tailored to the Venezuelan context, aiming to enhance the understanding and application of mathematics and address the needs of primary students in Venezuela, ultimately improving their performance in upper levels of the education system.

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