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Many teachers and students do not take part in official competitions like OBMEP, so effective didactic resources are needed to support didactic transposition for Olympic Problems. This work introduces the Olympic Didactical Situation (ODS) concept, emphasizing visualization through GeoGebra to convey intuitive and heuristic ideas from three Olympic Problems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/visualizing-the-olympic-didactic-situation-ods-teaching-mathematics-with-support-of-the-geogebra-software/588138/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/visualizing-the-olympic-didactic-situation-ods-teaching-mathematics-with-support-of-the-geogebra-software/588138.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Olympic Didactical Situation (ODS) concept introduced in the work?","Question",{"text":112,"@type":113},"It presents and substantiates ODS as a didactic transposition framework needed for teachers to transmit the mathematical knowledge characteristic of Mathematical Olympiads, supported by visualization from selected Olympic Problems.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper emphasize visualization and heuristic ideas?",{"text":117,"@type":113},"Visualization is described as a key element to approximate and transmit intuitive and heuristic notions contained in a set of three Olympic Problems discussed in the text.",{"name":119,"@type":110,"acceptedAnswer":120},"How does GeoGebra support teaching with Olympic Problems?",{"text":121,"@type":113},"The paper argues that GeoGebra can provide different ways to approach Olympic Problems by enabling visualization and interpretation of geometric and dynamic properties extracted from them.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588138,1792190270,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","VISUALIZING THE OLYMPIC DIDACTIC SITUATION (ODS): TEACHING MATHEMATICS WITH SUPPORT OF THE  \nGEOGEBRA SOFTWARE  \nFrancisco Regis Vieira ALVES  \nAbstract: The teaching of Mathematics in the context of the Mathematical Olympiads in Brazil constitutes a context of research still little considered, with particular interest in the teaching and the learning phenomena. In Brazil, we identified a large number of teachers and students who do not participate in official math competitions, such as the Brazilian Olympiads of Mathematics of Public Schools (OBMEP) . On the other hand, it is important to implement didactic resources that allow other forms of didactic transposition to the mathematical knowledge addressed for the Olympic Problems (OP) . In this way, the present work presents and introduces the notion of Olympic Didactical Situation (ODS), from a perspective of didactic transposition necessary for the teacher, who must transmit the mathematical knowledge characteristic of the Mathematical Olympiads to the greatest possible number of students. Thus, visualization becomes a primordial element to approximate and transmit intuitive and heuristic notions present in a set of three Olympic Problems (OP) discussed throughout the text.  \nKey words: Teaching of Mathematics, Mathematical Olympiads, Teacher training, Visualization.  \n1. Introduction  \nThe style, characteristics, and particular type of dissemination of mathematical knowledge, through the national circulation characteristic of the Mathematical Olympics, unquestionably provides and produces a differentiated possibility in order to involve, attract and \"seduce\" young Brazilians talents, and young students or more old students, to an environment that, in a prosaic way, is constituted as a tournament of competitions, marked by the intellectual activity of competitors and whose main point is revealed through the social distinction acquired by obtaining (silver, bronze, gold) medals or other forms of awards, through the laureation and backing of scientific brazilien societies.  \nStill in the previous context, we can not avoid pointing out some aspects that we propose to act as obstacles and reductions in the area. In fact, the number of young students who participate annually in the Brazilian Public School Mathematics Olympiad (OBMEP), reveals important indexes and indicators, and which, gradually, tend to make visible and identifiable, more and more, a small group of students in several regions of the country who can achieve progressive success in the gradual phasesand increasing levels of complexity present in the (OBMEP) tests.  \nNonetheless, problem-solving activity in Mathematics constitutes the \"Ariadne thread\" and original and capital motivation, which has been producing mathematical knowledge for centuries. In this way, the problem solving activity of Olympic Problems (OPs), addressed in the competitions, in its essence, involves an intrinsic bias of mathematical knowledge that can not be separated and distinguished from didactic approach and transposition to Mathematics in ordinary situations and not official competition. However, another aspect that is little discussed in the literature concerns the elaboration and production of mathematical problems, aiming at the indispensable promotion of the student research profile, in spite of its greater or less inclination to participate in the Olympic competitions. Thus, the mathematical problem-solving activity is undoubtedly a skill that must be cultivated and strongly stimulated in the initial and continuous formation of Mathematics teachers in Brazil (Alves, 2016) .  \nConsequently, teachers who do not act directly in circles or competitions can not be agents or 'passive consumers' of a deep-rooted competition culture and thus should stimulate and 'seduce' as many  \nstudents as possible or a collective and group construction of mathematical knowledge mobilized through interactions with Olympic Problems (OP) from the (OBMEP) t","cbCaicvRCxYhMXkC","https://ap.wps.com/l/cbCaicvRCxYhMXkC","pdf",1828690,"English","# Introduction\n# Olympic Didactic Situation (SDO) and problem-solving activity","[{\"question\":\"What is the Olympic Didactical Situation (ODS) concept introduced in the work?\",\"answer\":\"It presents and substantiates ODS as a didactic transposition framework needed for teachers to transmit the mathematical knowledge characteristic of Mathematical Olympiads, supported by visualization from selected Olympic Problems.\"},{\"question\":\"Why does the paper emphasize visualization and heuristic ideas?\",\"answer\":\"Visualization is described as a key element to approximate and transmit intuitive and heuristic notions contained in a set of three Olympic Problems discussed in the text.\"},{\"question\":\"How does GeoGebra support teaching with Olympic Problems?\",\"answer\":\"The paper argues that GeoGebra can provide different ways to approach Olympic Problems by enabling visualization and interpretation of geometric and dynamic properties extracted from them.\"}]","VISUALIZING THE OLYMPIC DIDACTIC SITUATION (ODS) - TEACHING MATHEMATICS WITH SUPPORT OF THE GEOGEBRA SOFTWARE | PDF",1792064605]