{"id":64751,"date":"2026-02-24T16:09:33","date_gmt":"2026-02-24T22:09:33","guid":{"rendered":"https:\/\/mathkangaroo.org\/mks\/?page_id=64751"},"modified":"2026-02-24T21:15:17","modified_gmt":"2026-02-25T03:15:17","slug":"research-2","status":"publish","type":"page","link":"https:\/\/mathkangaroo.org\/mks\/research-2\/","title":{"rendered":"Research"},"content":{"rendered":"

[vc_row][vc_column][vc_raw_html css=””]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[\/vc_raw_html][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1771972152848{margin-bottom: 35px !important;}”][vc_column width=”1\/12″ css=”.vc_custom_1491470918309{margin-bottom: 0px !important;}”][\/vc_column][vc_column width=”10\/12″][vc_custom_heading text=”Research & Case Studies” font_container=”tag:h1|text_align:left|color:%232D3588″ use_theme_fonts=”yes” css=”.vc_custom_1771971212110{margin-top: 0px !important;margin-bottom: 20px !important;}”][vc_custom_heading text=”Explore in-depth research and comprehensive case studies analyzing student performance, problem-solving trends, and the educational impact of our international mathematical contest.” font_container=”tag:h4|text_align:justify” use_theme_fonts=”yes” css=”.vc_custom_1771974561953{margin-bottom: 10px !important;}”][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” equal_height=”yes”][vc_column width=”1\/12″][\/vc_column][vc_column width=”2\/12″][vc_custom_heading text=”Article” font_container=”tag:h4|text_align:left|color:%23000000″ use_theme_fonts=”yes” css=”.vc_custom_1771972468860{margin-top: 0px !important;margin-bottom: 20px !important;}”][\/vc_column][vc_column width=”3\/12″][vc_custom_heading text=”Summary” font_container=”tag:h4|text_align:left|color:%23000000″ use_theme_fonts=”yes” css=”.vc_custom_1771972476532{margin-top: 0px !important;margin-bottom: 20px !important;}”][\/vc_column][vc_column width=”1\/12″][vc_custom_heading text=”Author” font_container=”tag:h4|text_align:left|color:%23000000″ use_theme_fonts=”yes” css=”.vc_custom_1771972482321{margin-top: 0px !important;margin-bottom: 20px !important;}”][\/vc_column][vc_column width=”2\/12″][vc_custom_heading text=”Publication” font_container=”tag:h4|text_align:left|color:%23000000″ use_theme_fonts=”yes” css=”.vc_custom_1771972488078{margin-top: 0px !important;margin-bottom: 20px !important;}”][\/vc_column][vc_column width=”1\/12″][vc_custom_heading text=”Published” font_container=”tag:h4|text_align:left|color:%23000000″ use_theme_fonts=”yes” css=”.vc_custom_1771972493867{margin-top: 0px !important;margin-bottom: 20px !important;}”][\/vc_column][vc_column width=”1\/12″][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1771973882479{margin-top: 0px !important;margin-bottom: 0px !important;}”][vc_column width=”1\/12″][\/vc_column][vc_column width=”10\/12″][vc_separator color=”blue” border_width=”3″ css=””][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” equal_height=”yes”][vc_column width=”1\/12″][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]Success of AI math solver tool in solving non-standard mathematics competition problems<\/strong><\/span>[\/vc_column_text][\/vc_column][vc_column width=”3\/12″][vc_column_text css=””]<\/p>\n

\n
\n
\n
\n
\n
\n
\n
\n

Artificial intelligence is increasingly shaping how students learn and solve math problems. This paper evaluates the AI Math Solver on tasks from the 2024 Math Kangaroo competition across three grade levels. Problems were submitted as images in Serbian and English.<\/p>\n

Results include qualitative and quantitative analyses: out of 84 tasks, the solver answered 24 correctly (just under 30%), with performance varying by language and difficulty level.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

<\/div>\n
\n
<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n
<\/div>\n

[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]Marko Stankovi\u0107, Aleksandar Milenkovi\u0107, Marina Svi\u010devi\u0107, Nemanja Vu\u010di\u0107evi\u0107[\/vc_column_text][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]Facta Universitatis[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]2025[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_btn title=”VIEW” style=”gradient-custom” gradient_custom_color_1=”#2F3752″ gradient_custom_color_2=”#9FCAF0″ align=”center” i_align=”right” i_icon_fontawesome=”fa fa-solid fa-arrow-right-long” css=”” button_block=”true” add_icon=”true” link=”url:https%3A%2F%2Fcasopisi.junis.ni.ac.rs%2Findex.php%2FFUTeachLearnTeachEd%2Farticle%2Fview%2F13642|target:_blank”][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1771973967583{margin-top: 0px !important;margin-bottom: 0px !important;}”][vc_column width=”1\/12″][\/vc_column][vc_column width=”10\/12″][vc_separator border_width=”2″ css=””][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” equal_height=”yes”][vc_column width=”1\/12″][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]Evaluating the Success of AI Tools in Supporting Student Performance in Mathematical Kangaroo Competition<\/strong><\/span>[\/vc_column_text][\/vc_column][vc_column width=”3\/12″][vc_column_text css=””]<\/p>\n

\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n

This study examines how generative AI tools support students preparing for math competitions, using Mathematical Kangaroo tasks in Serbian and English. Tools including ChatGPT, AI Math Solver, Math Mentor, and o1-preview were tested across formats and domains.<\/p>\n

Results show higher accuracy on text-based problems, especially with o1-preview, while performance was weaker in geometry and logic. The findings highlight AI\u2019s potential in math education and the need for better visual processing and language support.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

<\/div>\n
\n
<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n
<\/div>\n

[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]Marina Svi\u010devi\u0107, Aleksandar Milenkovi\u0107, Nemanja Vu\u010di\u0107evi\u0107, Marko Stankovi\u0107[\/vc_column_text][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]Computer Applications in Engineering Education[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]2025[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_btn title=”VIEW” style=”gradient-custom” gradient_custom_color_1=”#2F3752″ gradient_custom_color_2=”#9FCAF0″ align=”center” i_align=”right” i_icon_fontawesome=”fa fa-solid fa-arrow-right-long” css=”” button_block=”true” add_icon=”true” link=”url:https%3A%2F%2Fonlinelibrary.wiley.com%2Fdoi%2F10.1002%2Fcae.70063|target:_blank”][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1771973967583{margin-top: 0px !important;margin-bottom: 0px !important;}”][vc_column width=”1\/12″][\/vc_column][vc_column width=”10\/12″][vc_separator border_width=”2″ css=””][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” equal_height=”yes”][vc_column width=”1\/12″][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]The impact of mathematics competitions on teachers and their classrooms in Puerto Rico, Switzerland and UK<\/strong><\/span>[\/vc_column_text][\/vc_column][vc_column width=”3\/12″][vc_column_text css=””]<\/p>\n

\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n

This article reports a small comparative study on how math competitions affect teachers and classroom practice in Puerto Rico, Switzerland, and the UK. Surveys explored benefits, challenges, and preparation methods, as well as the role of competitions in developing students\u2019 mathematical talent.<\/p>\n

Although limited in scale, the study suggests directions for future research on the impact of math competitions in education.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n
<\/div>\n

[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]Meike Akveld, Luis Caceres, David Crawford, Ferney Henao[\/vc_column_text][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]ZDM, Mathematics Education, Springer (Vol.54, Nr.5, pp.941-959)[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]2022[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_btn title=”VIEW” style=”gradient-custom” gradient_custom_color_1=”#2F3752″ gradient_custom_color_2=”#9FCAF0″ align=”center” i_align=”right” i_icon_fontawesome=”fa fa-solid fa-arrow-right-long” css=”” button_block=”true” add_icon=”true” link=”url:https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs11858-022-01414-x|target:_blank”][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1771973967583{margin-top: 0px !important;margin-bottom: 0px !important;}”][vc_column width=”1\/12″][\/vc_column][vc_column width=”10\/12″][vc_separator border_width=”2″ css=””][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” equal_height=”yes”][vc_column width=”1\/12″][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]The Road from Submission to Perfection<\/strong><\/span>[\/vc_column_text][\/vc_column][vc_column width=”3\/12″][vc_column_text css=””]<\/p>\n

\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n

This article describes the problem-selection process for the Mathematical Kangaroo<\/span><\/span> competition, from initial proposals to the final national version. It explains how problems are reviewed and modified, illustrating the typical dynamics of selecting competition tasks.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n
<\/div>\n

[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]Robert Geretschl\u00e4ger, Lukas Donner[\/vc_column_text][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]Mathematics Competitions (Vol.35, Nr.,1, pp.30-48 )[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]2022[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_btn title=”VIEW” style=”gradient-custom” gradient_custom_color_1=”#2F3752″ gradient_custom_color_2=”#9FCAF0″ align=”center” i_align=”right” i_icon_fontawesome=”fa fa-solid fa-arrow-right-long” css=”” button_block=”true” add_icon=”true” link=”url:https%3A%2F%2Fwww.wfnmc.org%2FJournal%25202022%25201.pdf|target:_blank”][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1771973967583{margin-top: 0px !important;margin-bottom: 0px !important;}”][vc_column width=”1\/12″][\/vc_column][vc_column width=”10\/12″][vc_separator border_width=”2″ css=””][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” equal_height=”yes”][vc_column width=”1\/12″][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]Writing and choosing problems for a popular high school mathematics competition<\/strong><\/span>[\/vc_column_text][\/vc_column][vc_column width=”3\/12″][vc_column_text css=””]<\/p>\n

\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n

This paper examines how competition math problems are created and how they differ from classroom tasks. It discusses curriculum links, sources of problem ideas, student motivation, difficulty levels, and mathematical precision in competitions.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n
<\/div>\n

[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]Robert Geretschl\u00e4ger, Lukas Donner[\/vc_column_text][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]ZDM-Mathematics Education , Springer (Vol. 54, Nr. 5, pp.971-982)[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]2022[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_btn title=”VIEW” style=”gradient-custom” gradient_custom_color_1=”#2F3752″ gradient_custom_color_2=”#9FCAF0″ align=”center” i_align=”right” i_icon_fontawesome=”fa fa-solid fa-arrow-right-long” css=”” button_block=”true” add_icon=”true” link=”url:https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs11858-022-01351-9|target:_blank”][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1771973967583{margin-top: 0px !important;margin-bottom: 0px !important;}”][vc_column width=”1\/12″][\/vc_column][vc_column width=”10\/12″][vc_separator border_width=”2″ css=””][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” equal_height=”yes”][vc_column width=”1\/12″][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]Kangaroo on the chessboard as a didactical tool.<\/strong><\/span>[\/vc_column_text][\/vc_column][vc_column width=”3\/12″][vc_column_text css=””]Mathematical literacy can be improved through board games such as chess. This paper studies mathematical chess problems for students aged 6\u201311 using a special piece called the kangaroo, introduced in the Mathematical Kangaroo competition. It examines domination, independence, and tour problems on a 5\u00d75 chessboard, chosen for its suitability for younger students.[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]Karel Pastor[\/vc_column_text][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]ELEMENTARY MATHEMATICS EDUCATION JOURNAL (Vol 3, Nr. 2, pp. 33-39, ISSN 2694-8133)[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]2021[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_btn title=”VIEW” style=”gradient-custom” gradient_custom_color_1=”#2F3752″ gradient_custom_color_2=”#9FCAF0″ align=”center” i_align=”right” i_icon_fontawesome=”fa fa-solid fa-arrow-right-long” css=”” button_block=”true” add_icon=”true” link=”url:https%3A%2F%2Femejournal.upol.cz%2FIssues%2FVol3No2%2FVol3No2_Pastor.pdf|target:_blank”][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1771973967583{margin-top: 0px !important;margin-bottom: 0px !important;}”][vc_column width=”1\/12″][\/vc_column][vc_column width=”10\/12″][vc_separator border_width=”2″ css=””][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” equal_height=”yes”][vc_column width=”1\/12″][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]Which test-wiseness based strategies are used by Austrian winners of the Mathematical Kangaroo?<\/strong><\/span>[\/vc_column_text][\/vc_column][vc_column width=”3\/12″][vc_column_text css=””]This study examines test-wiseness strategies used in the Mathematical Kangaroo competition. Using the KATS questionnaire with Austrian winners (grades 3\u201313), it identified common test strategies and how students prepare for the contest.[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]Lukas Donner, Jakob Kelz, Elisabeth Stipsits and David Stuhlpfarrer[\/vc_column_text][\/vc_column][vc_column width=”2\/12″][vc_column_text css=””]Mathematics Competitions (Vol 34, Nr. 1, pp. 88\u2013101)[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_column_text css=””]2021[\/vc_column_text][\/vc_column][vc_column width=”1\/12″][vc_btn title=”VIEW” style=”gradient-custom” gradient_custom_color_1=”#2F3752″ gradient_custom_color_2=”#9FCAF0″ align=”center” i_align=”right” i_icon_fontawesome=”fa fa-solid fa-arrow-right-long” css=”” button_block=”true” add_icon=”true” link=”url:https%3A%2F%2Fwww.wfnmc.org%2FJournal%25202021%25201.pdf|target:_blank”][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1771973967583{margin-top: 0px !important;margin-bottom: 0px !important;}”][vc_column width=”1\/12″][\/vc_column][vc_column width=”10\/12″][vc_separator border_width=”2″ css=””][\/vc_column][vc_column width=”1\/12″][\/vc_column][\/vc_row][vc_row][vc_column][vc_raw_html css=””]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[\/vc_raw_html][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

[vc_row][vc_column][vc_raw_html css=””]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[\/vc_raw_html][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1771972152848{margin-bottom: 35px !important;}”][vc_column width=”1\/12″ css=”.vc_custom_1491470918309{margin-bottom: 0px !important;}”][\/vc_column][vc_column width=”10\/12″][vc_custom_heading text=”Research & Case Studies” font_container=”tag:h1|text_align:left|color:%232D3588″ use_theme_fonts=”yes” css=”.vc_custom_1771971212110{margin-top: 0px !important;margin-bottom: 20px !important;}”][vc_custom_heading text=”Explore in-depth research and comprehensive case studies analyzing student performance, problem-solving trends, and the educational impact of our international mathematical contest.” font_container=”tag:h4|text_align:justify” use_theme_fonts=”yes” …<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-fullwidth-no-title.php","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-64751","page","type-page","status-publish","hentry","odd"],"aioseo_notices":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/mathkangaroo.org\/mks\/wp-json\/wp\/v2\/pages\/64751","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mathkangaroo.org\/mks\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/mathkangaroo.org\/mks\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/mathkangaroo.org\/mks\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mathkangaroo.org\/mks\/wp-json\/wp\/v2\/comments?post=64751"}],"version-history":[{"count":0,"href":"https:\/\/mathkangaroo.org\/mks\/wp-json\/wp\/v2\/pages\/64751\/revisions"}],"wp:attachment":[{"href":"https:\/\/mathkangaroo.org\/mks\/wp-json\/wp\/v2\/media?parent=64751"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}