@article{CardereraPokuttaSchuetteetal.2025, author = {Carderera, Alejandro and Pokutta, Sebastian and Sch{\"u}tte, Christof and Weiser, Martin}, title = {An efficient first-order conditional gradient algorithm in data-driven sparse identification of nonlinear dynamics to solve sparse recovery problems under noise}, volume = {470}, journal = {Journal of Computational and Applied Mathematics}, doi = {10.1016/j.cam.2025.116675}, year = {2025}, abstract = {Governing equations are essential to the study of nonlinear dynamics, often enabling the prediction of previously unseen behaviors as well as the inclusion into control strategies. The discovery of governing equations from data thus has the potential to transform data-rich fields where well-established dynamical models remain unknown. This work contributes to the recent trend in data-driven sparse identification of nonlinear dynamics of finding the best sparse fit to observational data in a large library of potential nonlinear models. We propose an efficient first-order Conditional Gradient algorithm for solving the underlying optimization problem. In comparison to the most prominent alternative framework, the new framework shows significantly improved performance on several essential issues like sparsity-induction, structure-preservation, noise robustness, and sample efficiency. We demonstrate these advantages on several dynamics from the field of synchronization, particle dynamics, and enzyme chemistry.}, language = {en} } @inproceedings{LasbyZimmerPokuttaetal.2025, author = {Lasby, Mike and Zimmer, Max and Pokutta, Sebastian and Schultheis, Erik}, title = {Compressed sparse tiles for memory-efficient unstructured and semi-structured sparsity}, booktitle = {Proceedings of the ICLR Workshop on Sparsity in LLMs}, year = {2025}, language = {en} } @inproceedings{HaaseHanelPokutta2025, author = {Haase, Jennifer and Hanel, Paul H. P. and Pokutta, Sebastian}, title = {S-DAT: a multilingual, GenAI-driven framework for automated divergent thinking assessment}, volume = {8}, booktitle = {Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society (AIES)}, pages = {1194 -- 1205}, year = {2025}, language = {en} } @article{WirthPenaPokutta2025, author = {Wirth, Elias and Pe{\~n}a, Javier and Pokutta, Sebastian}, title = {Fast convergence of Frank-Wolfe algorithms on polytopes}, journal = {INFORMS Journal on Mathematics of Operations Research}, doi = {10.1287/moor.2024.0580}, year = {2025}, language = {en} } @article{WoodstockPokutta2025, author = {Woodstock, Zev and Pokutta, Sebastian}, title = {Splitting the conditional gradient algorithm}, volume = {35}, journal = {SIAM Journal on Optimization}, number = {1}, doi = {10.1137/24M1638008}, pages = {347 -- 368}, year = {2025}, language = {en} } @article{GonnermannMuellerHaaseLeinsetal.2026, author = {Gonnermann-M{\"u}ller, Jana and Haase, Jennifer and Leins, Nicolas and Igel, Moritz and Fackeldey, Konstantin and Pokutta, Sebastian}, title = {FACET: Multi-Agent AI Supporting Teachers in Scaling Differentiated Learning for Diverse Students}, journal = {arXiv}, arxiv = {http://arxiv.org/abs/2601.22788}, doi = {https://arxiv.org/abs/2601.22788}, year = {2026}, abstract = {Classrooms are becoming increasingly heterogeneous, comprising learners with diverse performance and motivation levels, language proficiencies, and learning differences such as dyslexia and ADHD. While teachers recognize the need for differentiated instruction, growing workloads create substantial barriers, making differentiated instruction an ideal that is often unrealized in practice. Current AI educational tools, which promise differentiated materials, are predominantly student-facing and performance-centric, ignoring other aspects that shape learning outcomes. We introduce FACET, a teacher-facing multi-agent framework designed to address these gaps by supporting differentiation that accounts for motivation, performance, and learning differences. Developed with educational stakeholders from the outset, the framework coordinates four specialized agents, including learner simulation, diagnostic assessment, material generation, and evaluation within a teacher-in-the-loop design. School principals (N = 30) shaped system requirements through participatory workshops, while in-service K-12 teachers (N = 70) evaluated material quality. Mixed-methods evaluation demonstrates strong perceived value for inclusive differentiation. Practitioners emphasized both the urgent need arising from classroom heterogeneity and the importance of maintaining pedagogical autonomy as a prerequisite for adoption. We discuss implications for future school deployment and outline partnerships for longitudinal classroom implementation.}, language = {en} } @article{GonnermannMuellerHaaseFackeldeyetal.2025, author = {Gonnermann-M{\"u}ller, Jana and Haase, Jennifer and Fackeldey, Konstantin and Pokutta, Sebastian}, title = {FACET: Teacher-Centred LLM-Based Multi-Agent Systems-Towards Personalized Educational Worksheets}, arxiv = {http://arxiv.org/abs/2508.11401}, year = {2025}, abstract = {The increasing heterogeneity of student populations poses significant challenges for teachers, particularly in mathematics education, where cognitive, motivational, and emotional differences strongly influence learning outcomes. While AI-driven personalization tools have emerged, most remain performance-focused, offering limited support for teachers and neglecting broader pedagogical needs. This paper presents the FACET framework, a teacher-facing, large language model (LLM)-based multi-agent system designed to generate individualized classroom materials that integrate both cognitive and motivational dimensions of learner profiles. The framework comprises three specialized agents: (1) learner agents that simulate diverse profiles incorporating topic proficiency and intrinsic motivation, (2) a teacher agent that adapts instructional content according to didactical principles, and (3) an evaluator agent that provides automated quality assurance. We tested the system using authentic grade 8 mathematics curriculum content and evaluated its feasibility through a) automated agent-based assessment of output quality and b) exploratory feedback from K-12 in-service teachers. Results from ten internal evaluations highlighted high stability and alignment between generated materials and learner profiles, and teacher feedback particularly highlighted structure and suitability of tasks. The findings demonstrate the potential of multi-agent LLM architectures to provide scalable, context-aware personalization in heterogeneous classroom settings, and outline directions for extending the framework to richer learner profiles and real-world classroom trials.}, language = {en} }