We propose a two-layer scheme to control a set of vehicles moving in a formation. The first layer, the trajectory controller, is a nonlinear controller since most vehicles are nonholonomic systems and require a nonlinear, even discontinuous, feedback to stabilize them. The trajectory controller, a model predictive controller, computes centrally a bang-bang control law and only a small set of parameters need to be transmitted to each vehicle at each iteration. The second layer, the formation controller, aims to compensate for small changes around a nominal trajectory maintaining the relative positions between vehicles. We argue that the formation control can be, in most cases, adequately carried out by a linear model predictive controller accommodating input and state constraints. This has the advantage that the control laws for each vehicle are simple piecewise affine feedback laws that can be pre-computed off-line and implemented in a distributed way in each vehicle. Although several optimization problems have to be solved, the control strategy proposed results in a simple and efficient implementation where no optimization problem needs to be solved in real-time at each vehicle.

The COVID-19-induced distance education was perceived as highly challenging by teachers and students. A cross-national comparison of five European countries identified several challenges occurred during the distance learning period. On this basis, the article aims to develop a theoretical framework and design requirements for distance and online learning tools. As one example for online learning in mathematics education, the ASYMPTOTE system is introduced. It will be freely available by May 2022. ASYMPTOTE is aimed at the adaptive and synchronous delivery of online education by taking a mobile learning approach. Its core is the so-called digital classroom, which not only allows students to interact with each other or with the teacher but also enables teachers to monitor their students’ work progress in real time. With respect to the theoretical framework, this article analyses to what extent the ASYMPTOTE system meets the requirements of online learning. Overall, the digital classroom can be seen as a promising tool for teachers to carry out appropriate formative assessment and—partly—to maintain personal and content-related interaction at a distance. Moreover, we highlight the availability of this tool. Due to its mobile learning approach, almost all students will be able to participate in lessons conducted with ASYMPTOTE.

Climate change is a proven fact. In the report of 2007 from IPCC, one can read that global warming is an issue to be dealt with urgently. In many parts of the world, the estimated rise of temperature (in a very near future) is significant. One of the most affected regions is the Iberian Peninsula, where the increasing need for water will very soon be a problem. Therefore, it is necessary that decision makers are able to decide on all issues related to water management. In this paper, we show a couple of mathematical models that can aid the decision making in the management of an agricultural field at a given location. Having a field, in which different crops can be produced, the solution of the first model indicates the area that should be used for each crop so that the profit is as large as possible, while the water spent is the smallest possible guaranteeing the water requirements of each crop. Using known data for these crops in Portugal, including costs of labour, machines, energy and water, as well as the estimated value of the products obtained, the first mathematical model developed, via optimal control theory, obtains the best management solution. It allows creating different scenarios, thus it can be a valuable tool to help the farmer/decision maker decide the crop and its area to be cultivated. A second mathematical model was developed. It improves the first one, in the sense that it allows considering that water from the rainfall can be collected in a reservoir with a given capacity. The contribution of the collected water from the rainfall in the profit obtained for some different scenarios is also shown.

Technology plays an important role in everyday life and can be used in education. Video is a source of material that can play an important role in the teaching and learning field. Using videos engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. In this chapter, the authors describe two teaching experiences involving videos, where the students made a video about solving a concrete mathematical problem. In this video, the students should explain the problem resolution to their colleagues (playing the role of teacher). The results of the impact of this kind of project in the students' motivation are also presented.

We address the problem of dynamically switching the geometry of a formation of a number of undistinguishable agents. Given the current and the final desired geometries, there are several possible allocations between the initial and final positions of the agents as well as several combinations for each agent velocity. However, not all are of interest since collision avoidance is enforced. Collision avoidance is guaranteed through an appropriate choice of agent paths and agent velocities. Therefore, given the agent set of possible velocities and initial positions, we wish to find their final positions and traveling velocities such that agent trajectories are apart, by a specified value, at all times. Among all the possibilities we are interested in choosing the one that minimizes a predefined performance criteria, e.g. minimizes the maximum time required by all agents to reach the final geometry. We propose here a dynamic programming approach to solve optimally such problems.