Question

back, check their work for errors and think about whether the answer makes sense.
16 competitors have a limited amount of time to solve hard problems. so speed is important. as competitors become better at critical thinking, their speed will increase.
the urge to solve
17 young mathletes often enjoy puzzles. many become hooked on competing after they see that this empowers them to become better problem - solvers, marvin, for instance, had always been interested in problems and the challenge of building objects with legos.
18 david stoner, 19, watched his older brothers compete in math before he tried it himself. \it looked like a lot of fun,\ he notes. he had always loved solving brain teasers. \probably the most surprising thing about the first competition was the exhilaration and adrenaline rush, which came with the real thing!\ he recalls....
19 in 2015, david was a part of the u.s. international mathematical olympiad team that won a gold medal in chiang mai, thailand. he also won an individual gold!
20 david, too, had spent hours each day in training. he worked on problems over a bowl of cereal at breakfast. he brought practice problems to school with him so he could solve them when he had free time. he used chess and other strategy games to strengthen his problem - solving skills. this game play also gave him a chance to take a break from math and avoid burnout, he points out....
21 math is \an adventure,\ david says. he hopes to one day teach it and share that excitement with his students.
excerpt from \math + teens + practice = a winning competition\ by rachel crowell. copyright © 2017 by society for science & the public. reprinted by permission of society for science & the public via copyright clearance center.
1 jones, kamari last saved: 10:49 am
how does the section the urge to solve contribute to the passage?
a by listing the steps needed to join a mathlete team
b by telling the story of a mathlete who has succeeded
c by demonstrating how teams of mathletes work together
d by explaining why former mathletes often become educators

Explanation:

To determine the correct answer, we analyze each option:

• Option A: The section does not list steps to join a mathlete team. Eliminate A.
• Option B: The section tells David Stoner's story, including his interest in problem - solving, his participation in math competitions, and his success (winning a gold medal). This matches how the section contributes.
• Option C: The section focuses on individual mathletes' experiences, not team work. Eliminate C.
• Option D: The section does not discuss former mathletes becoming educators (only David's future hope to teach, not a general trend of former mathletes). Eliminate D.

Answer:

B. by telling the story of a mathlete who has succeeded