Using Analogical Reasoning and Schema Formation to Improve the Success in Formulating Linear Programming Models

Abstract

In this paper we look at alternative ways of teaching linear programming model formulation and show that the material needs to be presented within the context of a structure that improves the ability of students to apply the models to subsequent problems. This work builds on the cognitive psychology literature on formulating algebra word problems. We show that presenting a conceptual framework prior to teaching linear programming examples is better then either no conceptual framework or presenting the framework after teaching the examples.

A Translation Approach To Teaching Linear Program Formulation

“…This approach has the benefit of defining schema that show students the structural features usually associated with a particular type of application. Murphy and Panchanadam (1999) conducted an interesting set of experiments to test the value of using schemas in teaching undergraduate business students how to build LP models. Performance of students was evaluated under three different teaching approaches: an instance-based framework, where students were taught to derive models from individual example problems with no categorization of problem types; a "schema-later" framework, where categorization and identification of structural similarities by the instructor occurred after presentation of multiple example problems; and a "schema-earlier" framework where the order of presentation was reversed (i.e., schema presented before examples).…”

Introducing Troubleshooting for Model Formulation, Spreadsheet Development, and Memo Communication with Feedforward

“…In management science, novice model builders commonly experience difficulties building a model (Williams et al 2016a, Yoder and Kurz 2015, Williams et al 2014, Riddle 2010, Brown and Dell 2007, Dombrovskaia and Guzman 2006, Stevens and Palocsay 2004, Murphy and Panchanadam 1999, developing a spreadsheet solution (Grossman et al 2016;Powell et al 2009Powell et al , 2008Grossman 2006;Kruck 2006;Kreie et al 2000;Panko 1998;Panko and Sprague 1998), and describing their model and their subsequent recommendations in writing (Williams et al 2016a(Williams et al , 2014Brown and Rosenthal 2008;Grossman et al 2008). Various researchers have promoted teaching techniques for each of these domains that may be integrated with feedforward in the management science discipline.…”

Teaching Use of Binary Variables in Integer Linear Programs: Formulating Logical Conditions

“…How to accomplish these teaching goals is far from obvious, even when the range of modeling problems is narrowed to linear programming (LP) or mixed integer programming (MIP) problems. LP formulation has long been recognized as one of the most difficult topics to teach in OR/MS (Murphy and Panchanadam 1999). In a recent study, Williams et al (2016) reported that only 26% of the students in an undergraduate management science course correctly formulated a two-decision product mix LP.…”