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“I have worked with Oscar for about 4 years now, and he has really helped me with my math journey. With his help and training, I managed to get on my state team for the National Math Olympiad various times, and even managed to get a gold medal in the Girls’ National Math Olympiad. He knows a lot about these topics and explains them very well — very consistent in keeping you on track for what you want to achieve.”

— National Olympiad gold medalist (coached by Oscar H.)

“Nikola is a fantastic tutor. He is very patient in explaining concepts and has a deep understanding of mathematics — number theory in particular. He explains everything in a natural and crystal-clear way.”

— USAJMO-track student (coached by Nikola V.)

“Zurab stands out for his exceptional blend of deep expertise in competitive physics and math and his ability to present complex material in a surprisingly accessible way. He takes the time to understand each boy’s strengths and weaknesses, crafting a personalized study plan that addresses their unique needs.”

— Parent of two competition-math students (coached by Zurab J.)

“Ashyr is well prepared for the lesson. We had good communication about the goal and plan. He demonstrated strong capabilities on teaching at the AIME or above level, and prepared homework for my son to work on. Looking forward to the next lesson!”

— Parent of USAJMO-aspiring student (coached by Ashyrgeldi A.)

Why Our USAJMO Coaching Wins

  • Proof-writing first — USAJMO is graded on full written proofs, not numeric answers. Every session focuses on rigor, clarity, and complete reasoning
  • IMO medalist coaches — instructors who’ve solved at the IMO level know how a 7-out-of-7 proof looks to graders, and how to teach that standard to younger students
  • Junior-division focus — for grade 10 and below qualifying via AMC 10. Topic coverage matched to USAJMO: combinatorics, number theory, algebra, and synthetic geometry — without the deepest projective / inversive techniques USAMO sometimes reaches
  • Path to MOP and USAMO: top USAJMO scorers earn invitations to the Mathematical Olympiad Program (Red MOP) — and a strong USAJMO scorer is on track for USAMO the next year
  • Real past USAJMO papers on our platform — 6 problems, 9 hours over 2 days, written-proof grading drills
  • Evening and weekend slots — built around middle-school and early high-school schedules

Live Video. Real Whiteboard. No Typing.

Most online USAJMO programs are group sessions with typed chat — slow, clunky, and disconnected. We use 1-on-1 live video with an interactive whiteboard:

  • See your tutor explain problems in real time
  • Draw geometry, write equations, sketch your thinking
  • Ask questions immediately — no chat lag
  • Watch IMO medalist coaches solve problems the way mathematicians actually work
Live 1-on-1 video lesson with interactive whiteboard

USAJMO Curriculum

The USA Junior Mathematical Olympiad (USAJMO) is a 6-question, 9-hour proof-based exam administered over two days. Students qualify via the AMC 10 combined with AIME performance. Unlike the AMC and AIME, USAJMO has no multiple choice or integer answers — every problem requires a complete, rigorous proof. Top scorers are invited to the Mathematical Olympiad Program (MOP), the training pipeline for the U.S. International Mathematical Olympiad team.

USAJMO problems test mathematical maturity. A student who can compute fast enough to score 10+ on AIME may still struggle on USAJMO because the skill is different: constructing an argument, recognizing a deep technique, writing it cleanly. Russian Math methodology was developed for exactly this kind of training. The Soviet and Russian olympiad tradition spent the 20th century building pedagogy for teaching proof-based problem solving to high school students, and that tradition is what our coaches were trained in.

Our USAJMO curriculum is organized by technique rather than by topic, because olympiad problems rarely announce which subject they belong to. A student needs to recognize when a problem calls for the pigeonhole principle, when it needs inversion, when functional equation techniques apply. The lessons below build that recognition systematically.

Algebra

  • Lesson 1 · Functional Equations

    Solving Cauchy functional equations f(x + y) = f(x) + f(y) and their multiplicative variants. Substitution patterns: setting x = 0, x = y, x = −y, x = 1 to extract structural information. Recognizing when continuity, monotonicity, or boundedness constraints force solutions to be linear or exponential. Functional equations on the rationals and on the integers — the discrete versus continuous distinction. Writing proofs that handle both the construction of a candidate solution and the uniqueness argument.

  • Lesson 2 · Polynomial Theory and Symmetric Functions

    Vieta’s formulas at arbitrary degree. Newton’s identities relating power sums to elementary symmetric polynomials: pk = e1pk−1 − e2pk−2 + … ± k · ek. Multiplicity of roots and the derivative criterion. Polynomial interpolation via Lagrange’s formula. Schur’s inequality and other symmetric polynomial inequalities. Proving polynomial identities by evaluating at strategically chosen points.

  • Lesson 3 · Inequalities with Equality Conditions

    The full inequality toolkit: AM-GM, GM-HM, QM-AM, Cauchy-Schwarz, rearrangement, Chebyshev, Jensen’s inequality for convex/concave functions. Weighted AM-GM. The tangent line trick and the SOS (sum of squares) method. Identifying equality cases — olympiad problems often hinge on when equality holds, not just on the inequality itself. Normalization and substitution techniques: WLOG assumptions, scaling, a + b + c = 1 normalizations.

  • Lesson 4 · Complex Numbers in Algebra

    Roots of unity and the roots-of-unity filter for extracting coefficients. Cyclotomic polynomials. Using complex numbers to prove real identities — the elegance of the complex approach. Representing geometric problems algebraically via complex coordinates: the plane as , rotations as multiplication, similar triangles as ratios. Proving classical geometry theorems via complex bash.

  • Lesson 5 · Recurrences and Generating Functions

    Linear recurrences and the characteristic equation. Repeated roots and complex roots, with their interpretations. Generating functions: ordinary (Σ anxn) and exponential (Σ anxn/n!). Solving counting problems by manipulating generating functions algebraically. The method of moments. Connecting generating functions to recurrences.

Number Theory

  • Lesson 1 · Classical Theorems and Their Proofs

    Fermat’s Little Theorem and Euler’s theorem with full proofs, not just statements. Wilson’s theorem and its converse. The Chinese Remainder Theorem with proof and applications. Primitive roots: existence, structure, applications. Quadratic residues and the Legendre symbol. Quadratic reciprocity (statement and use).

  • Lesson 2 · p-adic Valuation and Lifting the Exponent

    The p-adic valuation vp(n). Basic properties: vp(ab) = vp(a) + vp(b), vp(a + b) ≥ min(vp(a), vp(b)) with equality when vp(a) ≠ vp(b). The Lifting the Exponent Lemma in full generality: for odd prime p with p | (a − b), p ∤ a, p ∤ b, we have vp(an − bn) = vp(a − b) + vp(n). Modified versions for p = 2 and for an + bn. Recognizing LTE on USAJMO divisibility problems.

  • Lesson 3 · Diophantine Equations

    Linear and quadratic Diophantine equations. Pell’s equation x² − Dy² = 1 and its solution structure via fundamental solutions. The method of infinite descent: proving non-existence by constructing arbitrarily small solutions. Vieta jumping: a technique where one views a Diophantine equation as a quadratic in one variable and analyzes the relationship between roots. Vieta jumping appears on harder olympiad problems regularly.

  • Lesson 4 · Multiplicative Functions and Number-Theoretic Sums

    Multiplicative arithmetic functions: τ(n), σ(n), φ(n), μ(n), and their convolutions. Möbius inversion. Computing sums Σ f(d) over divisors. Recognizing number-theoretic problems that decompose multiplicatively.

  • Lesson 5 · Constructive and Existence Proofs

    Proving the existence of integers with certain properties via construction. Proving non-existence via modular obstructions, size arguments, or descent. The interplay between additive and multiplicative structure. Bound arguments: showing a solution must be small or large, then checking finitely many cases.

Geometry

  • Lesson 1 · Synthetic Geometry Foundations

    Triangle centers and their interrelationships: centroid, circumcenter, incenter, orthocenter, the Euler line, the nine-point circle. Isogonal conjugates and isotomic conjugates. The Simson line. Configurations that recur on olympiad problems: the incircle and the contact triangle, the medial triangle, the orthic triangle, the tangential triangle.

  • Lesson 2 · Power of a Point and Radical Axes

    Power of a Point in full generality. The radical axis of two circles. The radical center of three circles. Using power-of-a-point to prove concurrence, collinearity, and equal-length results. Coaxial circles and their properties.

  • Lesson 3 · Cyclic Quadrilaterals and Ptolemy

    Cyclic quadrilateral properties. Ptolemy’s theorem and Ptolemy’s inequality. Brahmagupta’s formula. Recognizing when four points are concyclic — a perennial olympiad sub-problem. Methods for proving concyclicity: equal angles, power-of-a-point converse, the converse of Ptolemy.

  • Lesson 4 · Geometric Transformations

    Rotations, reflections, translations, dilations, and their compositions. Spiral similarities and their fixed points. Using transformations to map a hard configuration to a known easy one. The technique of “transformation bashing” — reducing a problem to one where a clever transformation simplifies the structure.

  • Lesson 5 · Inversion

    Inversion in a circle: the basic definition and key properties. Circles and lines through the center invert to lines; circles not through the center invert to circles; angles are preserved. Using inversion to handle problems with multiple tangent circles, problems with concyclic points, or problems where a circle through a special point is featured. When inversion makes a problem trivial, and when it makes a problem harder.

  • Lesson 6 · Projective Geometry at Introductory Level

    Poles and polars. The cross-ratio of four collinear points. Harmonic conjugates and harmonic ranges. Projective transformations as a tool: mapping any four points to any four points. When projective methods solve a problem that synthetic methods can’t.

  • Lesson 7 · Coordinate Bash and Trigonometric Methods

    Coordinate geometry as a problem-solving tool. Cartesian coordinates, complex coordinates, barycentric coordinates — the choice depends on the problem. Barycentric coordinates for triangle-centric problems: representing points relative to the triangle’s vertices. Trigonometric identities applied to angle-chasing problems where pure synthetic methods are hard.

  • Lesson 8 · Constructions and Loci

    Proving that a locus is a particular curve. Constructing configurations satisfying multiple constraints. The interplay between algebraic and synthetic approaches. Proving when something is impossible to construct (e.g., trisecting an angle with compass and straightedge — a meta-result useful for problem context).

Combinatorics

  • Lesson 1 · Counting Techniques

    Bijections, double counting, and inclusion-exclusion at olympiad depth. Counting via complementary counting. Stars and bars in generalized form. Catalan numbers and their olympiad-relevant identities. Counting via algebraic manipulation: encoding a counting problem as a coefficient extraction problem.

  • Lesson 2 · The Pigeonhole Principle

    The basic pigeonhole principle and its generalizations. The infinite pigeonhole. Pigeonhole on residues, on partitions, on configurations. Constructing the “pigeons” and “holes” — often the crucial step in an olympiad solution. Pigeonhole as a tool for proving existence by counting.

  • Lesson 3 · The Extremal Principle

    Considering the extremal element (largest, smallest, leftmost, with maximum/minimum value) to force structural properties. The well-ordering principle for the integers as the underlying reason extremal arguments work. Discrete extremal arguments for combinatorial games and configurations.

  • Lesson 4 · Invariants and Monovariants

    Invariants: quantities that remain unchanged under the moves allowed in a problem. Using invariants to prove impossibility — if the invariant of the starting position differs from the invariant of the target position, no sequence of moves connects them. Monovariants: quantities that strictly increase or decrease, used to prove termination of processes. Coloring arguments as a special case of invariants.

  • Lesson 5 · Graph Theory

    Graphs, paths, cycles, connectivity. Trees and their properties. Euler tours and Hamiltonian paths. Bipartite graphs and matchings. Hall’s marriage theorem. Ramsey theory at an introductory level: R(3, 3) = 6 and its proof. Using graph-theoretic structure to model combinatorial problems.

  • Lesson 6 · Combinatorial Games

    Game theory in the olympiad sense: two-player games with perfect information. Nim and the Sprague-Grundy theorem at an introductory level. Winning and losing positions, parity arguments. Strategy stealing. Pairing strategies for symmetric games.

  • Lesson 7 · The Probabilistic Method

    Proving existence by showing that a randomly chosen object has positive probability of satisfying the desired property. Expected value arguments. Linearity of expectation as a proof tool, not just a computation. Examples from olympiad problems where the probabilistic method gives the cleanest proof.

  • Lesson 8 · Combinatorial Geometry

    Counting problems with geometric structure. Counting lattice points, lines, intersections. Convex hulls and their combinatorial properties. The Erdős-Szekeres theorem and related results. Helly’s theorem on convex sets in the plane.

Proof Writing

  • Lesson 1 · Constructing a Proof

    The structure of a complete proof: setup, key claim, justification, conclusion. Identifying the crucial step in a proof and presenting it clearly. Avoiding the common errors of writing too little (gaps the reader must fill) or too much (obscuring the argument with detail).

  • Lesson 2 · Writing Style and Notation

    Mathematical writing conventions: defining variables before using them, citing theorems by name when invoked, distinguishing claims from proofs. Notation choices that aid clarity. Diagrams in geometry proofs and what to label.

  • Lesson 3 · Common Proof Techniques

    Direct proof, contradiction, contrapositive, induction (strong and weak), construction. Choosing the right technique for the problem. Recognizing when each technique applies. Writing induction proofs that handle base cases and inductive steps cleanly.

  • Lesson 4 · Reviewing and Refining

    Reviewing one’s own proof for gaps, unclear statements, or unjustified leaps. The discipline of “would a skeptical reader accept this?” — the standard USAJMO graders apply. Editing for clarity without losing rigor.

Past Papers Practice

USAJMO mastery requires not just solving problems but writing complete, correct, well-presented proofs. Our students work through:

  • USAJMO papers from 2010 (the inaugural year) to 2025, with detailed grader-style feedback on every submitted proof
  • USAMO papers from 2010 to 2025 — students aiming for the highest USAJMO scores benefit from attempting harder problems
  • Selected IMO Shortlist problems (the easier ones) for additional volume and exposure to international-style problems
  • Mathematical Olympiad Series problems and problem-solving books — the Engel “Problem-Solving Strategies” volume in particular is a Russian-tradition reference our coaches draw from

Practice is interleaved with technique-focused lessons throughout the program. Students typically write 30–50 proofs over a year of preparation, with each proof reviewed and refined. The skill being built is not problem-solving alone but the combined skill of solving, recognizing what’s worth proving, and writing the proof so a grader can follow it.

Why Russian Math methodology shines at USAJMO. The Russian olympiad tradition was built around exactly this skill set: rigorous proof, structural recognition, fluency across topic boundaries. Many of our coaches were themselves trained in this tradition, having competed in national olympiads and graduated from elite Russian or post-Soviet mathematical programs.

About the USAJMO

What is the USAJMO?

The USA Junior Mathematical Olympiad is the junior division of the U.S. olympiad sequence, administered by the MAA. It’s the proof-based exam for students in grade 10 and below who qualify via a weighted index combining AMC 10 + AIME scores. Roughly 230 students nationwide earn a USAJMO invitation each year.

The format: 6 proof problems over 9 hours, split across 2 days — 3 problems each morning. Every answer is a written proof, scored 0–7 by trained graders. Top USAJMO scorers are invited to MOP (the Mathematical Olympiad Program), the same summer camp that trains the U.S. IMO team.

Why USAJMO is the credential

USAJMO qualification is one of the strongest early-high-school math credentials in the U.S. — a qualifier list of around 230 students nationwide. It signals to MIT, Caltech, Stanford, Princeton, and Harvard that a student is years ahead of grade level and on the proof-olympiad track.

USAJMO leads to MOP (the Math Olympiad Program) — the same intensive summer camp that trains USAMO finishers. From there, strong students typically advance to USAMO the following year, then continue toward IMO selection. USAJMO qualification is also a powerful signal for invitation-only summer programs (PROMYS, MathCamp, Ross, AwesomeMath).

What good USAJMO prep looks like

USAJMO is a different sport from the AIME. Each problem demands a complete, rigorous written proof — clear claims, supported logic, full case analysis. Strong AIME scorers who try USAJMO without proof training often score 0–1 their first time. With targeted prep, students reach 7–14 (out of 42) — enough for serious MOP contention.

Our coaches teach the olympiad proof toolkit at the right depth for younger students — induction, extremal principle, pigeonhole, algebraic manipulation, graph-theoretic counting, synthetic geometry, and the recurring patterns USAJMO graders reward. Sessions blend untimed proof critique with timed mock USAJMO sittings for the 4.5-hour stamina each day demands. Students see every recent past paper and learn to recognize what each problem is ‘asking for’ structurally.

Next USAJMO Test Dates

2027 (estimated)
USAJMO Day 1: March 23, 2027
USAJMO Day 2: March 24, 2027
Registration: invitation-only via weighted AMC 10 + AIME index — no public deadline.

Per MAA calendar. Dates are estimates — verify on the MAA website closer to the date.

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