This year, Oakwood’s Elementary students (Grades 4-6) are once again participating in Math Olympiads, an international program designed to challenge young mathematicians with creative, non-routine problem-solving experiences. The program, led by Oakwood Math Specialist Colin Levitt, invites students to approach math with curiosity, perseverance, and joy. Colin shares more about the program and what it brings to the Oakwood community.
For those who may not be familiar, what is Math Olympiads?
Math Olympiad is a problem-solving contest and organization that’s been around for about 50 years. It gives kids a chance to explore non-routine problems that require creativity and flexible thinking. Students can use a variety of strategies to solve each problem, and it’s designed to be a low-stakes way to compete without the pressure.
Why did you bring the program to Oakwood?
I wanted to give students another way to shine and be part of a team. It’s not about competition in the traditional sense; it’s more about challenging yourself, building confidence, and celebrating different kinds of strengths. There are individual scores, but the emphasis is really on effort, perseverance, and improvement.
Which grade levels are participating this year, and how is the program structured?
Math Olympiad is open to students in grades 4–6. This year, I really encouraged everyone to try it, though students who feel strongly about opting out can do so. The program consists of five tests. Students can earn recognition individually, and the school can also be recognized based on our overall results.
What kinds of problems do students encounter in Math Olympiad?
The problems involve logic, reasoning, and creative thinking, sometimes using real-world scenarios. There’s rarely just one way to solve a problem, which keeps it exciting.
How does this experience differ from what students typically do in their regular math classes?
What’s consistent is the emphasis on thinking flexibly. We never want kids to just plug in numbers and calculate; we want them to reason, explore, and explain their thinking. What’s different is the element of competition. Some students find that motivating; for others, it’s a new experience. But because it’s low-stakes, it feels more like a personal challenge than a test.
How does Math Olympiad align with Oakwood’s approach to learning and exploration?
Oakwood values curiosity, creativity, and the idea that there’s more than one path to understanding. Math Olympiad celebrates exactly that. It’s not about one “right” method, but about exploring different strategies and approaches.
What do you hope students gain from participating?
I hope it helps kids discover that math can be fun and engaging, even if they didn’t think of themselves as “math people.” For students who already love math, it’s a chance to stretch themselves and take pride in their problem-solving. For others, it’s an opportunity to build confidence and persistence.
A couple of students shared reflections that really capture what the program is all about. Luke ‘31 wrote, “One of my favorite things about Math Olympiad is when you don’t know something, because then you can really try to solve it. If you don’t get it right, then you learned something, and if you do get it right, then you can be proud of yourself because you solved a problem you did not know how to solve.” Leo ‘32 said, “Math Olympiad challenges you and shows you how much you have improved over time.”
How do you encourage students who may feel hesitant to join?
I talk to every grade and encourage students to simply try. I remind them that it’s a safe, supportive experience and it’s not about getting everything right. The goal is to learn, to improve, and to realize that challenging yourself can be rewarding.
You’ve led Math Olympiads programs in New York City, Korea, and Greece. How have those experiences shaped your approach at Oakwood?
It’s fascinating to see how math is viewed differently around the world. In many countries, it’s not socially acceptable to say, “I’m bad at math.” Here in the U.S., that’s something we’re still working to change. I hope to help students see that everyone can engage with math meaningfully. It’s not about innate talent. It’s about effort and mindset.
“If you don’t get it right, then you learned something, and if you do get it right, then you can be proud of yourself…”—Luke ’31
What have you observed about how Oakwood students respond to these challenges? I’ve seen incredible determination. Some students who might not always feel confident in math have really stepped up, putting in extra effort, showing grit, and finding success on difficult problems. That’s been wonderful to witness.
What do you hope students take away from this experience, both academically and personally?
I hope they walk away with a genuine enjoyment of math and a sense of pride in their persistence. These problems take thought, creativity, and patience, which are skills that apply far beyond math class. Life is full of complex problems, and learning to step back, think deeply, and keep trying is a valuable lesson for everything they’ll do.
Anything else you’d like to add?
Just that I’m proud of how our students have embraced the challenge, some have even placed in the top 2% internationally, which is incredible considering how many thousands of students participate around the world. But more important than the scores is the mindset they’re developing: resilient, curious, and confident.
