A BRIEF HISTORY

AIMS OF THE CHALLENGE

THE NATURE OF THE CHALLENGE

FORMAT AND ORGANISATION OF THE CHALLENGE

AWARDS

COSTS

ORGANISATION

DATES FOR 2019

**A BRIEF HISTORY
**In 1977 Mona Leeuwenburg initiated, organised and ran a "mini-mathematics" competition for Grade 7 learners in the Cape Peninsula. It proved to be popular with both learners and teachers and became an annual event. In 1985 MASA, one of the ancestors of AMESA, with the assistance of the teachers' centres helped to organise the Mathematics Competition in other regions. In 1986 the Competition was extended to other grades. In 1995 the name was changed to the AMESA Mathematics

**AIMS OF THE CHALLENGE
**The Challenge is not an end in itself, but is intended as a vehicle to enhance the quality of the teaching and learning of mathematics.

More specifically, the Challenge aims

- to generate an interest in mathematics (to popularise mathematics)
- to promote a broader perspective on the nature of mathematical activity, including that mathematical activity is more than calculating

- to promote problem solving in mathematics education

- to promote the perspective that the calculator is a useful and necessary tool in mathematical activity (the calculator cannot solve problems for learners)

- to emphasise the importance of reading in mathematical activity

- to provide a diagnostic tool to enable teachers to identify learners' misconceptions

- to develop and disseminate materials that may contribute to meaningful mathematical activity in classrooms.

**THE NATURE OF THE CHALLENGE
**Given these objectives it should be clear that the Challenge is not at all intended as yet another scholastic test. The Challenge questions are aimed at conceptual knowledge, the application of knowledge in new situations, problem solving, reasoning, communication and general mathematical thinking. We want the Challenge to help South Africans to become empowered independent creative and critical thinkers! And we believe mathematics is accessible to

The Challenge is actually not about competition or about standards, but about *participation*, and we want learners to enjoy participating in the Challenge. We recognise that learners may initially find the questions quite challenging - hence the name Mathematics *Challenge!* But the questions are not necessarily "difficult" - they simply address a different dimension of mathematics of which our learners in the traditional curriculum have very little experience.

We work with the following matrix as guide in designing questions:

We try to set questions that are easy but creative, rather than difficult but non-creative.

Here is an example of the difficult non-creative category that we avoid:

Here is an example of an easy creative problem that we promote:

This flag has 7 regions. You want to colour the flag so that no two touching regions are the same colour. What is the least number of colours you need? |

The Challenge aims at giving learners experience of such problems. The more experience learners have of such *non-routine* problems, the more successful they will be in the Challenge, and the more we will achieve our objectives.

Click here for some sample questions.

**THE FORMAT AND ORGANISATION OF THE CHALLENGE
**The Challenge consists of a First Round and a Final Round, with separate papers for Grade 4, 5, 6 and 7 set by a

**The First Round** is written in schools on a specific date determined by the organisers (see below), at a time as arranged by the school. First Round papers are distributed only by e-mail to Regional Organisers, who then distribute it to schools in their region. Schools make copies of the papers for their learners.

Given the aims and nature of the Challenge, we encourage schools to let *all* learners participate in the First Round. There are two categories of participation in each grade: more confident learners may prefer to participate as individuals (*singles*), whilst others may prefer to work in pairs (*doubles*).

Teachers mark the answers themselves from the memorandum we provide. *Or the class may mark it during a class discussion!*

**The Final Round** is for learners who achieved 50% or more in the First Round. It is written at a central venue in different *regions* (a group of schools in geographic proximity). See here for the existing regions and Regional Organisers. An important aim with the Final Round is for learners to interact with others in the context of mathematics - mathematics is a social activity and we communicate with and about mathematics!

Teachers or projects who are interested/willing to act as Regional Organisers or who want to form a new region, should please contact the Project Manager.

**AWARDS**
In 2004 we replaced the previous norm-referenced system of

**COSTS**
Participation in the Challenge is as below. Also see the entry form.

Entry option |
Cost per learner (VAT included) |

SA schools entering ≤ 100 learners | R20 |

SA schools entering > 100 learners | R15 |

Quintile 1&2 schools entering ≤ 100 learners | Free |

Other countries | R40 |

MST schools | R15 by Provincial Department |

Sponsorship: < 100 learners | Submit written request |

**PARTICIPATION**

Presently about 70 000 learners from about 300 schools participate in the Challenge every year. We are eager to increase participation by more schools and more learners!

**ORGANISATION**

The Challenge is organised by SAMF (South African Mathematics Foundation) in cooperation with AMESA and SAMS.

For forms for participating schools, see the SAMF webpage.

For any enquiries please contact the Project Manager, Patrick Rasehwete.

- Closing date for registering for First Round: 30 April.
- Master copies of the Challenge papers will be sent to participating schools by 6 May.
*First Round is written in school***during the week 13-17 May.**- Schools inform their Regional Organiser of learners participating in the Final Round by 20 May.
*Second Round is written in the regions on*.**18 July***Third Round is written in the regions on*.**12 September**- National Awards Function on 12 October.