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An Operations Research–Based Teaching Unit for Grade 11: The ROAR Experience, Part II

Author

Listed:
  • Gabriella Colajanni

    (Department of Mathematics and Computer Science, University of Catania, 95125 Catania, Italy)

  • Alessandro Gobbi

    (Department of Information Engineering, University of Brescia, 25123 Brescia, Italy)

  • Marinella Picchi

    (IIS Antonietti, 25049, Iseo, Italy)

  • Alice Raffaele

    (Department of Mechanical, Energy and Management Engineering, University of Calabria, 87036 Arcavacata di Rende, Italy)

  • Eugenia Taranto

    (Faculty of Humanities, Foreign Language and Education, Kore University of Enna, 94100 Enna, Italy)

Abstract

In this paper, we continue describing the project and the experimentation of Ricerca Operativa Applicazioni Reali (ROAR; in English, Real Applications of Operations Research), a three-year project for higher secondary schools, introduced. ROAR is composed of three teaching units, addressed to Grades 10, 11, and 12, respectively, having the main aim to improve students’ interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. In a previous paper, we reported on the design and implementation of the first unit, started in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy), in a Grade-10 class. Here, we focus on the second unit, carried out in Winter/Spring 2022 with the same students, now in a Grade-11 class. In particular, we describe objectives, prerequisites, topics and methods, the organization of the lectures, digital technologies used, and a challenging final project. Moreover, we analyze the feedback from students and teachers involved in the experimentation.

Suggested Citation

  • Gabriella Colajanni & Alessandro Gobbi & Marinella Picchi & Alice Raffaele & Eugenia Taranto, 2024. "An Operations Research–Based Teaching Unit for Grade 11: The ROAR Experience, Part II," INFORMS Transactions on Education, INFORMS, vol. 24(3), pages 238-258, May.
    • Handle: RePEc:inm:orited:v:24:y:2024:i:3:p:238-258
    DOI: 10.1287/ited.2023.0001
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    References listed on IDEAS

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    1. H. A. Eiselt & Michel Gendreau & Gilbert Laporte, 1995. "Arc Routing Problems, Part II: The Rural Postman Problem," Operations Research, INFORMS, vol. 43(3), pages 399-414, June.
    2. G. Dantzig & R. Fulkerson & S. Johnson, 1954. "Solution of a Large-Scale Traveling-Salesman Problem," Operations Research, INFORMS, vol. 2(4), pages 393-410, November.
    3. H. A. Eiselt & Michel Gendreau & Gilbert Laporte, 1995. "Arc Routing Problems, Part I: The Chinese Postman Problem," Operations Research, INFORMS, vol. 43(2), pages 231-242, April.
    4. Alice Raffaele & Alessandro Gobbi, 2021. "Teaching Operations Research Before University: A Focus on Grades 9–12," SN Operations Research Forum, Springer, vol. 2(1), pages 1-32, March.
    5. Gabriella Colajanni & Alessandro Gobbi & Marinella Picchi & Alice Raffaele & Eugenia Taranto, 2023. "An Operations Research–Based Teaching Unit for Grade 10: The ROAR Experience, Part I," INFORMS Transactions on Education, INFORMS, vol. 23(2), pages 104-120, January.
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    Cited by:

    1. Rabab Brohi & Arne Heinold, 2024. "Breaking Barriers and Building Bridges: Women in Operations Research," SN Operations Research Forum, Springer, vol. 5(4), pages 1-23, December.

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