{"id":16061,"date":"2024-11-22T13:14:07","date_gmt":"2024-11-22T12:14:07","guid":{"rendered":"https:\/\/scm.iec.cat\/?p=16061"},"modified":"2026-08-21T01:21:31","modified_gmt":"2026-08-20T23:21:31","slug":"respostes-a-questions-sobre-els-problemes-a-lesprint","status":"publish","type":"post","link":"https:\/\/scm.iec.cat\/eng\/respostes-a-questions-sobre-els-problemes-a-lesprint\/","title":{"rendered":"Answers to questions about Sprint Problems"},"content":{"rendered":"

Time for the activity<\/strong><\/h3>\n

How much time should be set aside for the activity?
\nThe centers that do it best (those that send all answers first) usually take about an hour.
\nThere are usually a number of centers that also send everything correctly, taking more than an hour and a half, or two hours\u2026
\nBut of course, the point is for students to spend some time on problems, discuss them among themselves, etc\u2026 and if a center thinks it can dedicate a certain amount of time and hasn't managed to get all the solutions\u2026 they've still done a good job. In every edition, there are also many such centers.
\nWhat is the best time to do the activity? Since it was difficult to \u00abget everyone to agree\u00bb on this aspect, currently each center does it at the time that best suits its organization. It's worth noting that some centers do it during class time, while others do it as a voluntary activity outside school hours\u2026 and they are very happy with it!<\/p>\n

Registration and team structure<\/h3>\n

No prior registration is needed. On the same \u00abD-day,\u00bb at whatever time works for you, you fill out the form, and then the activity time starts counting.
\nThere is no individual student registration, only the school team; only the name and details of a teacher are requested.
\nFor the teams invited to the awards ceremony\u2026 then the names of the team members are requested.
\nHow many students can form the team?
\nConsidering the diversity of \u00abways of doing things\u00bb in schools, it has always been thought that the best thing to put in the instructions is \u00abeach center will organize the team as best suits them.\u00bb Various variants have been observed: centers that do it with a few selected students and others that do it as classwork, i.e., with a very large team. But probably the most common is that a group of interested students does it.
\nThe key idea for organizing the activity is: One team = a group of students gathered in a classroom working in groups and subgroups
\nCan two independent groups participate in one center? And at different times?
\nYes; it is foreseen that two teams working independently can participate in the same center. Perhaps we could say that a team means students gathered in a classroom who help and collaborate with each other. There is no impediment to two teams from one center participating at different times, working independently. Since it is assumed that participants want to \u00abenjoy solving problems,\u00bb it is also assumed that they \u00abwon't cheat\u00bb and that the team participating first won't give the answers to the team participating second\u2026
\nThe structure of the activity could be summarized by saying that \u00aba team is made up of students working in the same classroom.\u00bb.<\/p>\n

How is the team's work intended to develop?<\/h3>\n

Two subgroups. The idea is that the team splits into two \u00ablevels,\u00bb two subgroups.
\nIt is intended that one subgroup starts with the first set of problems (what we call the olive branch ones) and, at the same time, another subgroup can work on the second set of problems (what we call the peace dove ones). Finally, everyone works together and solves the two final challenges. And if more time is wanted, two \u00abbonus\u00bb challenges are proposed for the whole team to work on together.
\nWhy aren't the \u00abmore difficult\u00bb problems the two final challenges? Although assessing the difficulty of problems is always very subjective, \u00abfine-tuning\u00bb the previous point a bit, we would say that the activity is designed so that the first group of problems is worked on by the subgroup of students made up of, let's say, the younger ones (those at a lower school level); we say these problems are \u00abperhaps the easiest.\u00bb At the same time, another subgroup (imagine the older ones, those at a higher school level) can work on the second group of problems (the idea being that these are \u00abthe most difficult\u00bb and may eventually imply \u00abknowing everything done in the first year corresponding to the edition\u00bb). Finally, the two final challenges, which are supposed to be worked on by everyone, are no longer aimed \u00abat the older ones.\u00bb.
\nIn many centers, they form relatively large groups, and this is what some centers that participate successfully have explained to us: each subgroup splits up and compares results before sending them. Imagine we have 9 third-year students and 9 fourth-year students. We make three subgroups of 3 in third year and three subgroups of 3 in fourth year. The three third-year subgroups work, but before sending results, they check their results and see if they match\u2026 Similarly for the fourth-year ones. And at the end, they all work at the same time, but perhaps not \u00aball in a group\u00bb but rather solve the problem separately and compare results.
\nKey idea: comparison of results and collaboration. The idea with which, many years ago, we designed the Sprint Problems was based on collaboration between several groups of students, the comparison of results, and the eventual debate of \u00ablet's see who has it right\u00bb and, above all, understanding the \u00abwhy\u00bb seemed enriching to us. The feedback received over these years encourages us to continue with this idea.<\/p>\n

Why the reference to \u00abNo to war\u00bb?<\/h4>\n

On March 20, 2003, ignoring the massive previous citizen mobilizations against the war and disregarding the United Nations Security Council, which had declared it illegal, the invasion of Iraq began by a coalition of armies from some countries.
\nOn the same day, March 20, 2003, the Kangaroo test was held in our country. Some students decided not to take the Kangaroo test as a sign of protest. Although the organizing committee (which at that time supported the Sprint Problems) found this decision surprising, we wanted to show our support for these students and join the almost unanimous outcry against the war. And we did so by redesigning the Sprint Problems presentation board with the reference \u00abNo to war.\u00bb.
\nSince the situation has not substantially changed and since we will always embrace the idea of \u00abNo to war,\u00bb we have so far seen no reason to change the image of the Sprint Problems presentation board.<\/p><\/blockquote>","protected":false},"excerpt":{"rendered":"

El temps per a l’activitat Quant de temps cal comptar per dedicar a l’activitat? Els centres que ho fan millor (els que envien primer totes les respostes) triguen, habitualment, al voltant d’una hora. Habitualment hi ha una colla de centres que ho envien tamb\u00e9 tot b\u00e9 dedicant-hi m\u00e9s d’una hora i mitja, o dues… Per\u00f2 […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[196,264],"tags":[],"class_list":["post-16061","post","type-post","status-publish","format-standard","hentry","category-normatives-faqs","category-problemes-esprint"],"acf":[],"_links":{"self":[{"href":"https:\/\/scm.iec.cat\/eng\/wp-json\/wp\/v2\/posts\/16061","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/scm.iec.cat\/eng\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/scm.iec.cat\/eng\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/scm.iec.cat\/eng\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/scm.iec.cat\/eng\/wp-json\/wp\/v2\/comments?post=16061"}],"version-history":[{"count":2,"href":"https:\/\/scm.iec.cat\/eng\/wp-json\/wp\/v2\/posts\/16061\/revisions"}],"predecessor-version":[{"id":16063,"href":"https:\/\/scm.iec.cat\/eng\/wp-json\/wp\/v2\/posts\/16061\/revisions\/16063"}],"wp:attachment":[{"href":"https:\/\/scm.iec.cat\/eng\/wp-json\/wp\/v2\/media?parent=16061"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/scm.iec.cat\/eng\/wp-json\/wp\/v2\/categories?post=16061"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/scm.iec.cat\/eng\/wp-json\/wp\/v2\/tags?post=16061"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}