Prompting Teacher Geometric Reasoning through Coaching in a Dynamic Geometry Software Context

This study investigated the ways in which four middle grades teachers developed mathematical knowledge for teaching (MKT) geometry as they implemented dynamic geometry software in their classrooms with the assistance of a coach. Teachers developed various components of MKT by observing coaches teach, by dynamic discourse with students, which is discourse with respect to dynamic geometry software images, and by discussions with coaches. The dynamic geometry software environment proved productive as coaches guided teachers’ growth in explanations, examples, and definitions. The environment also helped teachers discover unnoticed abilities among their low achievers. Moreover, teachers developed confidence to teach with more expert uses of dynamic geometry software.     

Models and algorithms for a staff scheduling problem

We present mathematical models and solution algorithms for a family of staff scheduling problems arising in real life applications. In these problems, the daily assignments to be performed are given and the durations (in days) of the working and rest periods for each employee in the planning horizon are specified in advance, whereas the sequence in which these working and rest periods occur, as well as the daily assignment for each working period, have to be determined. The main objective is the minimization of the number of employees needed to perform all daily assignments in the horizon. We decompose the problem into two steps: the definition of the sequence of working and rest periods (called pattern) for each employee, and the definition of the daily assignment to be performed in each working period by each employee. The first step is formulated as a covering problem for which we present alternative ILP models and exact enumerative algorithms based on these models. Practical experience shows that the best approach is based on the model in which variables are associated with feasible patterns and generated either by dynamic programming or by solving another ILP. The second step is stated as a feasibility problem solved heuristically through a sequence of transportation problems. Although in general this procedure may not find a solution (even if one exists), we present sufficient conditions under which our approach is guaranteed to succeed. We also propose an iterative heuristic algorithm to handle the case in which no feasible solution is found in the second step. We present computational results on real life instances associated with an emergency call center. The proposed approach is able to determine the optimal solution of instances involving up to several hundred employees and a working period of up to 6 months. Mathematics Subject Classification (2000): 90B70, 90C10, 90C27, 90C39, 90C57, 90C59     

How to recycle your facets

We show how to transform any inequality defining a facet of some 0/1-polytope into an inequality defining a facet of the acyclic subgraph polytope. While this facet-recycling procedure can potentially be used to construct ‘nasty’ facets, it can also be used to better understand and extend the polyhedral theory of the acyclic subgraph and linear ordering problems.     

Competence-driven project portfolio selection,scheduling and staff assignment

This paper presents a new model for project portfolio selection, paying specific attention to competence development. The model seeks to maximize a weighted average of economic gains from projects and strategic gains from the increment of desirable competencies. As a sub-problem, scheduling and staff assignment for a candidate set of selected projects must also be optimized. We provide a nonlinear mixed-integer program formulation for the overall problem, and then propose heuristic solution techniques composed of (1) a greedy heuristic for the scheduling and staff assignment part, and (2) two (alternative) metaheuristics for the project selection part. The paper outlines experimental results on a real-world application provided by the E-Commerce Competence Center Austria and, for a slightly simplified instance, presents comparisons with the exact solution computed by CPLEX.