@inproceedings{Kunt2025, author = {Kunt, Tim}, title = {Solving the n-Queens Problem in Higher Dimensions}, booktitle = {Operations Research Proceedings 2024. OR 2024}, doi = {10.1007/978-3-031-92575-7_29}, pages = {205 -- 211}, year = {2025}, abstract = {How many mutually non-attacking queens can be placed on a d-dimensional chessboard of size n? The n-queens problem in higher dimensions is a generalization of the well-known n-queens problem. We present an integer programming formulation of the n-queens problem in higher dimensions and several strengthenings through additional valid inequalities. Compared to recent benchmarks, we achieve a speedup in computational time between 15-70x over all instances of the integer programs. Our computational results prove optimality of certificates for several large instances. Breaking additional, previously unsolved instances with the proposed methods is likely possible. On the primal side, we further discuss heuristic approaches to constructing solutions that turn out to be optimal when compared to the IP.}, 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} }