Future Perspectives for Academic Careers of Gifted Students for Mathematics in the Republic of Macedonia

Ana Donevska ­ Todorova¹, Igor Dimovski²

1. Faculty for Computer Science and Technologies, MIT ­ University, Skopjeanadonev@gmail.com

2. University for Information Science and Technology, Ohridigor.jas@gmail.com

Abstract

This research considers the advantages and disadvantages of the complete process for preparing students in achieving superb results on the mathematics competition, within the secondary education in gymnasium. Its goal is to explain the condition in our country regarding the brain drain out of the borders. The most important question is whether and how gifted students for mathematics observe the problem for possible future academic careers in Macedonia.

Keywords: working with mathematically gifted students, brain drain, future perspectives for academic careers in Macedonia

1. Introduction

There are many prejudices about:

representation and non­representation of gifted (talented) students for mathematics, and organized approach to working, or non­working with them;

the success or failure of the educational system and mathematics education in Macedonia; reasons for successes or failures of the Macedonian students in IMO; "brain­drain" ­ and the opportunities the country offers to the talented pupils and students

for building an academic career.

But there are only few researches that deeply analyze these problems.

2. Objectives

The research “Future Perspectives for Academic Careers of Gifted Students for Mathematics in the Republic of Macedonia” was conducted:

To identify the advantages and weaknesses of the entire students preparation process for achieving high­score results at competitions in Mathematics, both in their schools and outside them.

To establish the situations in the Republic of Macedonia for the questions of draining (emigrating) talented students in other countries.

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To see whether and how talented students for mathematics see perspective for building academic career in the Republic of Macedonia.

3. Methodology

Basic method: a comparative analysis of a statistical data obtained by survey at two target groups:

40 students from high schools ­ participants of the Macedonian Mathematical Olympiad IMO­2009;

20 former representatives ­ participants of the International Mathematical Olympiads;

Instruments: A suitable questionnaire for each of the two groups was developed: each one consisting of 15 questions; the questions can be compared at a level;

4. Representativeness of the sample

The questionnaires to high­school students were sent to each student individually at their school address. An addressed envelope with a stamp was sent to each student. The student was supposed to return it with the completed questionnaire, without any expense.

50% from the questionnaires were properly filled and returned.

Respondent students are most successful participants at the mathematical competitions and therefore the obtained results can not be related to the entire mathematical education in the Republic of Macedonia, but eventually to the work with talented students who already have achieved high­score results on the competitions.

The questionnaires for former representatives were sent by an e­mail. About 40% from these questionnaires were properly filled and returned by an e­mail, too.

5. Analysis and interpretation of data obtained on the basis of research

In the survey, the respondents who answered the first questionnaire are born in the period of 1990­1993, which means that students from all four years of secondary school (at the age of 14­18) are included.

1. Date of birth

20%

35%15%

30%1990 1991

1992 1993

Graph 1. Student’s age

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To the second question: “Are in your school, during the school year, organized additional trainings for students which are participants at mathematics competitions?” Half of the students answered with Yes, and the other half answered with NO.

2. Was there any organized work for the mathematics competition in your school

during the school year?

50%50%YES

NO

Graph 2. Organized work for the mathematics competitions

To the question number 3: “How many lessons a week are realized for additional training to prepare the students for mathematical competitions?” students answered as we can see from the following chart.

3. How many classes specialized for mathematics competitions did you have in a w eek?

0

1

2

3

4

5

6

7

8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Students

Num

ber o

f classes per a week

Graph 3. Number of specialized classes for mathematics competitions per a week

It’s easy to conclude that the average number of additional lessons for preparing the students for mathematical competitions in our country is 1.3 lessons per a week. Also, the number of schools in which additional training is not realized for the talented students for mathematics is very large, which means, the needs of our children are far beyond of that what we allow them. Another supplementary analysis is necessary in order to confirm that teachers in private high­schools make far greater effort and realize greater number of additional lessons in everyday work with this small percentage of students compared with situation in other high schools. However, this may be a hypothesis for further investigation and proofs, which means to establish the clauses that lead to this situation, and to give a proposal of measures to improve it.

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The answers of the 4th question give the following picture of the student’s activities during the summer and winter holiday, and they completed the picture for additional training for talented students which were mentioned in the previous question.

4. Were there any activities for mathematics organized during the summer/winter holydays?

35%

65%

YES

NO

5. Is there any mathematical club or society for students in the school?

40%

60%

YES

NO

Graph. 4 Mathematical activities during the summer/winter Graph 5. Existance of mathematical clubs and

holidays student’s societies

The 5th question refers to school’s activities, too. The answers are shown in the Graph 5.

Both the 6th and the 7th question, refer to the textbooks, specifically to additional scientific literature which are offered to our students to expand their knowledge and deeper preparation for mathematic competitions.

6. Is the mathematical journal "Sigma" enough for the

international mathematical competition?

20%

80%

YES

NO

7. Do you read other mathematical jourans?

45%55%

YES

NO

Graph. 6. Mathematical journal “Sigma” Graph 7. Mathematical journals

The conclusion of the graphical presentation to the answers to these two questions is that although the only magazine for mathematics that exists in our country is not enough for preparation for international mathematical Olympiads, most of the students do not use additional

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literature. However, 45% is a large percentage of students who use the foreign literature, although a foreign language is an additional barrier for understanding the mathematical text.

8. Does the national team need any additional training before the BMO

and IMO?

100%

0%

YES

NO

10. Do you consider the time spent on studuing advanced mathematics, valuable for your personal developenet as a student

and future professional career?

85%

15%

YES

NO

Graph. 8. Additional training Graph 9. Reflection on the career

Answers to the question number 8 complementary to the previous, which means 100% needs from the students for additional training, which is another proof that in the schools, there is not enough training with talented students, and they need another organized and specialized training for preparation for BMO and IMO. This training may be organized in the schools, by the teachers­mentors. It may also be organized and implemented by other relevant institutions in our country, such as SMM, MANU, colleges, universities and others.

The question number 14 is an addition of the 10th question, and their percentage distribution of the offered two answers is similar, which means engagements and knowledge gained in the competitions in mathematics will help students in further education and professional development.

14. Do you believe that the obtained diplomas from the mathematics competitions will help you entering at a university?

70%

30%

YES

NO

Graph 10. Exploitation of the obtained diplomas

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In the spirit of continuing the education of talented students in colleges and their professional orientation are the 13th and 15th questions. Their answers are presented in the following two graphical charts.

13. Where do you plan to continue your further university education?

70%

20%

5% 5%

MKD

EU

USA

Other

15. After finishing education, do you prefere working in Macedonia or

abroad?

50%

25%

10%

15%

MKD

EU

USA

Other

Graph 11. Further university education Graph 12. Professional occupation in Macedonia or abroad

The conclusion is that opinions and desires of our students are divided, but the most of them want to continue higher education in Macedonia. The percentage of those who want to build their future career outside the country is high: 25 % of them will build their career in the countries of the European Union, 10 % in United States, while 15 % chose otherwise. These percentages indicate the continuation of the trend of emigrating of our greater geniuses, and their exploitation by more developed countries of the EU and the USA.

The second questionnaire was distributed to a group of respondents, our former competitors in mathematics, which according to the answers of the 9th question, have achieved a medal or participated in some international competitions (BMO or IMO). They are 20­28 years old, which can be seen from the chart below.

1. Date of birth

25% 24%

13%

13%25%

1981 1984

1987 1988

1989

Graph 13. Student’s age in the second questionnaire (Q2)

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According to the answers of the second question, in which 78% of respondents answered affirmative, it seems that in the past, more additional training was realized in teaching practice, compared with these years.

2. Was there any organized work for the mathematics competition in your school

during the school year?

78%

22%

YES

NO

Graph 14. Organized work for the mathematics competitions in Q2

Answers to the third question show that the average number of lessons for preparing for mathematical competitions is 3.1, which is larger number compared to the number today. And these data shows that there are high­schools in which additional training is not realized.

3. How many classes specialized for mathematics competitions did you have in a w eek?

0

2

4

6

8

10

1 2 3 4 5 6 7 8 9

Students

Num

ber o

f classes per a

week

Graph 15. Number of specialized classes for mathematics competitions per a week in Q2

More than 50% of respondents answered affirmative of the fourth question, which means that while they were high school students, additional training was realized during the summer or winter holiday, which is very high percentage.

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4. Were there any activities for mathematics organized during the summer/winter holydays?

56%44% YES

NO

5. Is there any mathematical club or society for students in the school?

78%

22%

YESNO

Graph 16. Mathematical activities during the summer/winter Graph 17. Existance of mathematical clubs and

holidays in Q2 student’s societies in Q2

The fifth question refers to mathematical clubs or student’s societies for mathematics in gymnasiums. 78% of respondents answered that there were such associations, which can be seen from the chart number 17.

All respondents unanimously said that the mathematical journal “Sigma” is not good enough for preparation for international mathematical Olympiads. Because of that, they had to use other mathematical journals, which can be seen from the following charts No 18 and No 19.

6. Is the mathematical journal "Sigma" enough for the

international mathematical competition?

0%

100%

YES

NO

7. Do you read other mathematical jourans?

67%

33%

YES

NO

Graph. 18. Mathematical journal “Sigma” (Q2) Graph 19. Mathematical journals (Q2)

Before the departure on an international Olympiad, such as the BMO and the IMO, 89% of the respondents needed additional training, which can be seen from data collected on the basic of the

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answers to the 8th question. This is lower percent from 100 percentage need from today’s generations. This is another confirmation that there is a lack of additional training today, and therefore additional guidance is necessary shortly before the departure of the national team members to these Olympiads.

8. Does the national team need any additional training before the BMO

and IMO?

89%

11%

YES

NO

10. Do you consider the time spent on studuing advanced mathematics,

valuable for your personal developenet as a student and future professional

career?

100%

0%

YES

NO

Graph. 20. Additional training (Q2) Graph 21. Reflection on the career (Q2)

The respondents are unanimous again, and this time about the answer that the time devoted for activities related to mathematics is not just a waste of time, but rather, it reflects positively on their professional development.

To the 14th question 67% of respondents answered that they had benefits from achieved diplomas on the competitions of mathematics for entry in higher education institutions, which is approximately the same percentage with the expectations of today’s generations.

14. Do you believe that the obtained diplomas from the mathematics competitions will help you entering at a

university?

67%

33%YES

NO

Graph 22. Exploitation of the obtained diplomas (Q2)

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Overall, 67% from the respondents study outside our country, of which 45% in EU countries and 22% in the US. But, regardless of this high percentage, the answers received for the last question of the second questionnaire show that most of the respondents still primary would like to return to Republic of Macedonia and to find employment in the country, but if it is not possible, they would work in on form EU countries, for which speak 44%, and less in the US. This can be seen from the 23rd and the 24th charts.

13. Where do you plan to continue your further university education?

33%

45%

22%0%

MKD

EU

USA

Other

15. After finishing education, do you prefere working in Macedonia or

abroad?

45%

44%

11% 0%

MKD

EU

USA

Other

Graph 23. Further university education (Q2) Graph 24. Professional occupation in Macedonia or abroad (Q2)

The respondents answered very critically on the 11th and the12th question from two questionnaires which referred to the needs for better achievements in the international mathematical Olympiads and reasons why students from some countries in the region have greater success. Namely, some of their remarks, quoted are:

There was almost no support and additional training with teachers from PMF. In Bulgaria, the preparations start earlier, the regional competitions start earlier, and even

during the winter holiday they have already formed a team of 12­15 students. They are together for the period of two weeks and go through intensive additional training, and then with further testing to form a team that will represent the country internationally.

In Romania, I know that throughout the year, once in a week gather a group of students (I do not know how many and how they choose them) and they have additional lectures to preparing for international competitions. Then, once elected team, again is organized 2­weekly intensive training, in place somewhere on the side ­ which will be placed on training as the teaching of mathematics and sport to develop condition.

Yahya Kemal invest a lot in us, so believe that with a little more commitment will reach forward.

Great opposition and hard work are the reasons for their success. Their program (especially Romanians) is much more advanced than Macedonian and earlier meet with some concepts. Also, with them is working from small feet, continuously since the 5th grade, which here is not the case (or very rarely).

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If we start to work and to attend competitions in mathematics before, I will be more successful. Also a problem is that the preparation for international competitions should be opposed because of the relatively short period of preparation. Usually there was nobody to point me effectively what to work, I waste so much time and effort for selecting the areas to cultivate, and also searching for tasks with appropriate weight for IMO.

Preparation for competitions starts earlier, there are preparation camp for the competitions that direct students to the types of tasks that may appear on the appropriate match. Also, many countries have very more selective process of selecting the team, which consists of several laps after the state competition, and the tasks are even more difficult than those of the IMO. This is not only for selecting possible the strongest team, but also the very competitive atmosphere and the many problems are preparation process for the IMO.

Organized additional training just before going to BMO and IMO.

Motivation, systematic teaching and directing.

Preparing with teachers or students with experience (first­hand experience) of the IMO.

Numerous scholarships, early determination of the team for IMO and BMO, and continually preparing with more competitions.

Better preparation on the national level, better organization on the competitions, engaged confederations, improve finances.

Processing of data from both questionnaires suggests that many things should be improved, if we want higher achievements of our students at international level. It is enough, for at least, some of these remarks to be applied, so conditions of work with talented students are improved. The best of them will not emigrate outside the country, if they are included in the processes of discovery, motivating and working with talented students for mathematics from future generations. If they have the opportunity to transfer their experience to the new generations and therefore they are offered adequate compensation, they will have at least one more motive to stay in their country. This is a recommendation or proposal to the appropriate institutions, at least to consider this issue, which will demonstrate attention to this small percentage of students.

6. Conclusions

I. Organized approach to work with talented students in mathematics:

There is a tendency of decreasing the quantity and quality of additional training for mathematics and other forms of organized work with talented students (clubs, student’s associations and ssocieties);

The situation is particularly dramatical in the public schools; An investment in publication, or at least in translation of professional literature, such as:

specialized magazines, books and collections of tasks specialized for math Olympiads is necessary;

There is a need of support and help for organized forms of work with talented students such as summer and winter schools, camps etc.

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Involvement of many factors (universities, institutes, academies) in preparing talented students for international Olympiads is necessary.

II. Emigration of talented students for mathematics:

There is tendency, a significant part of most talented students to stay in Macedonia until the completion of their university education and then continue their own professional occupation in foreign countries, mainly in the EU or the USA;

It is necessary to take incentive measures to encourage talented students to educate themselves abroad, and then to return in their native country and to use their experience for professional development in the Republic of Macedonia;

It is necessary to take measures for creating better conditions for building an academic career for talented students for mathematics in the country.

7. References

1. Малчески Ристо: „Методика на наставата по математика“, „Просветно дело“, Скопје, 2002;2. http://www.smm.org.mk 3. http://www.imo­official.org/