Free Access
Issue
RAIRO-Oper. Res.
Volume 54, Number 2, March-April 2020
Page(s) 585 - 595
DOI https://doi.org/10.1051/ro/2019013
Published online 05 March 2020
  • J. Beliën, D. Goossens, D. Van Reeth and L. De Boeck, Using mixed-integer programming to win a cycling game. INFORMS Trans. Edu. 11 (2011) 93–99. [CrossRef] [Google Scholar]
  • V. Blåsjö, The evolution of the isoperimetric problem. Am. Math. Mon. 112 (2005) 526–566. [Google Scholar]
  • A.L. Brown and J.C. Campione, Guided discovery in a community of learners, edited by: K. McGilly. In: Classroom Lessons: Integrating Cognitive Theory and Classroom Practice. MIT Press/Bradford Books, Cambridge (MA) (1994). [Google Scholar]
  • J.S. Bruner, The act of discovery. Harv. Edu. Rev. 31 (1961) 21–32. [Google Scholar]
  • A. Ceselli and G. Righini, Innovative education: “Ottimizziamo!” (“Let’s optimize!”). ORMS Today 45 (2018) 32–35. [Google Scholar]
  • E.P. Chronicle, J.N. MacGregor and T.C. Ormerod, What makes an insight problem? The roles of heuristics, goal conception and solution recoding in knowledge-lean problems. J. Exp. Psychol.: Learn. Mem. Cognit. 30 (2004) 14–27. [CrossRef] [Google Scholar]
  • M. Fornasiero, F. Malucelli and I. Sateriale, Intuizione e creatività: il potere del gioco. L’insegnamento della Matematica e delle Scienze Integrate, Centro Ricerche Didattiche Ugo Morin 40B (2017) 439–462. [Google Scholar]
  • M. Fornasiero, F. Malucelli, R. Pazzi and T. Schettini, Empowering optimization skills through an orienteering competition. To appear. INFORMS Trans. Edu. (2018). [Google Scholar]
  • T. Gjesteland, P. Vos and M. Wold, Mathematical modelling and activation – a study on a large class, a project-based task and students’ flow. In: INDRUM 2018 Second Conference of the International Network for Didactic Research in University Mathematics, Apr. 2018, Kristianland, Norway (2018). [Google Scholar]
  • P. Gritzmann and R. Brandenberg, Alla ricerca della via più breve: un’avventura matematica. Springer-Verlag Italia (2005). [Google Scholar]
  • M.G. Grohman and K.J. Szmidt, Teaching for creativity: How to shape creative attitudes in teachers and in students, edited by M. Gregerson, J. Kaufman and H. Snyder. In: Teaching Creatively and Teaching Creativity. Springer, New York, NY (2013) pp. 15–39. [CrossRef] [Google Scholar]
  • H. Kellerer, U. Pferschy and D. Pisinger, Knapsack Problems. Springer, Berlin (2004). [CrossRef] [Google Scholar]
  • L.C. Larson, Problem Solving Trough Problems. Springer, Berlin (1985). [Google Scholar]
  • J. Nakamura and M. Csikszentmihalyi, Flow theory and research, edited by S.J. Lopez and C.R. Snyder. In: Oxford Handbook of Positive Psychology. Oxford University Press, Oxford (UK) (2009) pp. 195–206. [Google Scholar]
  • E.F. Meyer III, N. Falkner, R. Sooriamurthi and Z. Michalewicz, Guide to Teaching Puzzle-based Learning. Springer, Berlin (2014). [CrossRef] [Google Scholar]
  • L.S. Vygotskii, Thought and Language: Revised and Expanded Edition. MIT press, Cambridge (MA) (2012). [Google Scholar]
  • L.S. Vygotskii, A.R. Luria and J.E. Knox, Studies on the History of Behavior: Ape, Primitive and Child. LEA Publishers, Hillsdale (NJ) (2013). [CrossRef] [Google Scholar]
  • M. Wertheimer, Productive Thinking. Harper, New York, NY (1945). [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.