Methodology for Preparing Primary School Students for The International Mathematics Olympiad "Kangaroo" Axundjanova Nargiza Albertovna

Аннотация

The International Mathematics Olympiad “Kangaroo” has become one of the world’s largest mathematics competitions for schoolchildren, fostering interest in problem-solving and logical reasoning from an early age. Effective preparation of primary school students for this contest requires a methodology that balances the development of conceptual understanding, procedural fluency, and motivational factors. This article elucidates an evidence-based instructional model designed to equip pupils of grades 1–4 with the skills and dispositions needed for successful participation. Drawing on sociocultural learning theory, metacognitive strategy research, and recent findings in mathematics education, the study combines classroom observations, quasi- experimental interventions, and qualitative feedback from teachers and students across four Uzbek primary schools. Results demonstrate significant improvements in students’ problem-solving accuracy, flexible thinking, and mathematical self-efficacy when the proposed methodology is implemented over a 12-week period. The discussion highlights pedagogical implications for curriculum designers, teacher trainers, and policymakers aiming to integrate Olympiad-oriented activities into everyday mathematics instruction without compromising national standards. Keywords: Kangaroo Olympiad, primary mathematics, problem-solving pedagogy, metacognitive strategies, motivation, instructional design, Uzbekistan. research addresses that gap by articulating and Introduction: Worldwide trends in mathematics empirically testing a comprehensive methodology for education emphasize not only the mastery of preparing grades 1–4 students for “Kangaroo,” arithmetic skills but also the cultivation of creative situating it within broader educational goals of national problem-solving habits that underpin lifelong learning. curricula. The International Mathematics Olympiad “Kangaroo,” established in 1991 and now engaging over six million The study employed a mixed-methods design over the students annually, exemplifies this shift by presenting 2024–2025 academic year, involving 128 pupils aged six accessible yet non-routine tasks that challenge learners to ten from four public primary schools in Tashkent. to apply intuition, pattern recognition, and logical Schools were matched for socio-economic context and deduction. In Uzbekistan, participation in the Olympiad baseline mathematics achievement, then randomly has grown steadily; however, many primary schools assigned to experimental or comparison conditions. All still rely on traditional drill-and-practice approaches classes followed the state mathematics syllabus, but that underprepare pupils for the contest’s distinctive experimental groups additionally received the question formats. Previous studies investigating Olympiad preparation program described below. Olympiad success factors point to early exposure to Instructional Framework. The methodology integrates heuristic strategies, formative feedback cycles, and three mutually reinforcing components: (1) conceptual classroom cultures that reward curiosity rather than anchoring sessions that connect Olympiad problem speed alone. Nevertheless, there remains a lack of situations to familiar mathematical ideas, (2) systematic guidance tailored to the cognitive and metacognitive coaching that teaches pupils to plan, affective characteristics of younger learners. This monitor, and evaluate their reasoning, and (3) International Journal of Pedagogics 21 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) motivational scaffolds, including collaborative segments. challenges and reflective journaling, designed to The results suggest that a structured yet flexible sustain interest and reduce math anxiety. Weekly 60- methodology grounded in metacognitive strategy minute workshops replaced regular enrichment instruction and motivational support can substantially periods for twelve consecutive weeks. enhance primary pupils’ readiness for the “Kangaroo” Teacher Professional Development. Prior to Olympiad. Conceptual anchoring proved crucial; rather intervention, participating teachers attended a twelve- than treating Olympiad tasks as exotic extras, teachers hour training seminar covering heuristics such as linked them to curricular topics on number sense, working backwards, invariance, and parity analysis; measurement, and geometry, thereby lowering questioning techniques that elicit student reasoning; cognitive load and promoting transfer. Metacognitive and formative assessment tools calibrated to Olympiad coaching equipped learners with self-regulatory tools task difficulty. Ongoing coaching was provided through that extended beyond specific problems, aligning with classroom visits and web-based micro-feedback loops. studies that associate early metacognitive awareness with later academic resilience. Motivational scaffolds Data Collection. Quantitative data comprised pre-