An Operations Research–Based Teaching Unit for Grade 12: The ROAR Experience, Part III

Published Online:https://doi.org/10.1287/ited.2023.0065

References

  • Ateeq M, Habib H, Umer A, Rehman MU (2014) C++ or python? Which one to begin with: Alearner’s perspective. 2014 Internat. Conf. Teaching Learn. Comput. Engrg. (IEEE, Piscataway, NJ), 64–69.Google Scholar
  • Becchi E (1995) Valutare sistemi, programmi e profitto educativi: operatività complesse. Quaderni Res. 9:5–8.Google Scholar
  • Bisong E, Bisong E (2019) Google colaboratory. Building Machine Learning and Deep Learning Models on Google Cloud Platform: A Comprehensive Guide for Beginners (Apress, Berkeley, CA), 59–64.Google Scholar
  • Black P, Wiliam D (1998) Assessment and classroom learning. Assessment Ed. 5(1):7–74.Google Scholar
  • Boccia M, Masone A, Orabona A, Sforza A, Sterle C (2022) OPS4math project-optimization and problem solving for teaching of mathematics: Teaching strategy, organization and objectives. Proc. 8th Internat. Conf. Higher Ed. Advances, Universitat Politècnica de València, Valencia, Spain.Google Scholar
  • Colajanni G, Gobbi A, Picchi M, Raffaele A, Taranto E (2023a) An operations research–based teaching unit for grade 10: The ROAR experience, part I. INFORMS Trans. Ed. 23(2):104–120.LinkGoogle Scholar
  • Colajanni G, Gobbi A, Picchi M, Raffaele A, Taranto E (2023b) An operations research–based teaching unit for grade 11: The ROAR experience, part II. INFORMS Trans. Ed. 24(3):238–258.Google Scholar
  • Forrest J, Lougee-Heimer R (2005) CBC User Guide. Emerging Theory, Methods, and Applications (INFORMS, Cantonsville, MD).Google Scholar
  • GeoGebra (2021) Free mathematics software for learning and teaching. Accessed December 1, 2024, http://www.geogebra.org/.Google Scholar
  • Grandell L, Peltomaki M, Back RJ, Salakoski T (2006) Why complicate things?: Introducing programming in high school using python. ACM Internat. Conf. Proc. Ser., vol. 165 (Australian Computer Society, Inc., Sydney, Australia), 71–80.Google Scholar
  • Johnson D, Johnson R, Smith K (1987) Active learning: Cooperation in the college classroom, Ed.8. I (Interaction Book Co, Edina, MN).Google Scholar
  • Kahoot! (2022) Game-based learning platform. Accessed August 1, 2022, https://kahoot.com.Google Scholar
  • Mentimeter (2021) Interactive presentation software. Accessed August 1, 2022, https://www.mentimeter.com.Google Scholar
  • Mészárosová E (2015) Is python an appropriate programming language for teaching programming in secondary schools. Internat. J. Inform. Comm. Tech. Ed. 4(2):5–14.Google Scholar
  • Microsoft Corporation (2019) Microsoft Excel. Accessed August 1, 2022, https://office.microsoft.com/excel.Google Scholar
  • Ministero dell’Istruzione, Università e della Ricerca (2018) Percorsi per le Competenze Trasversali e l’Orientamento–Linee guida. Accessed September 27, 2022, https://www.miur.gov.it/documents/20182/1306025/Linee+guida+PCTO+con+allegati.pdf/3e6b5514-c5e4-71de-8103-30250f17134a?version=1.0&t=1570548388496.Google Scholar
  • Mitchell S, OSullivan M, Dunning I (2011) Pulp: A Linear Programming Toolkit for Python (The University of Auckland, Auckland, New Zealand).Google Scholar
  • Parmigiani D (2018) L’aula scolastica 2: Come imparano gli insegnanti. L’aula Scolastica 2:1–252.Google Scholar
  • Raffaele A, Gobbi A (2021) Teaching operations research before university: A focus on grades 9–12. Oper. Res. Forum 2(1):13.CrossrefGoogle Scholar
  • Raybaut P (2009) Spyder-documentation. Accessed December 1, 2024, www.pythonhosted.org.Google Scholar
  • Roger T, Johnson DW (1994) An overview of cooperative learning. Thousand J, Villa A, Nevin A, eds. Creativity and Collaborative Learning (Brookes Press, Baltimore, MD), 1–21.Google Scholar
  • Scriven M (1967) The Methodology of Evaluation (American Educational Research Association, Washington, DC).Google Scholar
  • Shute VJ (2008) Focus on formative feedback. Rev. Ed. Res. 78(1):153–189.CrossrefGoogle Scholar
  • Smith KA (1996) Cooperative learning: Making “groupwork” work. New Directive Teaching Learn. 67:71–82.CrossrefGoogle Scholar
  • Sotomayor-Beltran C, Delgado A (2019) Introducing to industrial engineering students to linear programming with pulp from Python: A case study in Peru. Internat. J. Engrg. Adv. Tech. 8(5):749–751.Google Scholar
  • Taranto E, Colajanni G, Gobbi A, Picchi M, Raffaele A (2022) Fostering students’ modelling and problem-solving skills through operations research, digital technologies and collaborative learning. Internat. J. Math. Ed. Sci. Tech. 55(8):1957–1998.CrossrefGoogle Scholar
  • Terwel J (2011) Cooperative learning and mathematics education: A happy marriage? OECD/France Workshop, Education for Innovation: The role of Arts and STEM Education, OECD, Paris.Google Scholar
  • Van Rossum G, Drake FL (1995) Python Reference Manual, vol. 111 (Centrum voor Wiskunde en Informatica, Amsterdam).Google Scholar
  • Wininger SR (2005) Using your tests to teach: Formative summative assessment. Teaching Psych. 32(3):164–166.CrossrefGoogle Scholar
INFORMS site uses cookies to store information on your computer. Some are essential to make our site work; Others help us improve the user experience. By using this site, you consent to the placement of these cookies. Please read our Privacy Statement to learn more.