Numerous optimization problems have been defined in different disciplines of science that must be optimized using effective techniques. Optimization algorithms are an effective and widely used method of solving optimization problems that are able to provide suitable solutions for optimization problems. In this paper, a new nature-based optimization algorithm called Snow Leopard Optimization Algorithm (SLOA) is designed that mimics the natural behaviors of snow leopards. SLOA is simulated in four phases including travel routes, hunting, reproduction, and mortality. The different phases of the proposed algorithm are described and then the mathematical modeling of the SLOA is presented in order to implement it on different optimization problems. A standard set of objective functions, including twenty-three functions, is used to evaluate the ability of the proposed algorithm to optimize and provide appropriate solutions for optimization problems. Also, the optimization results obtained from the proposed SLOA are compared with eight other well-known optimization algorithms. The optimization results show that the proposed SLOA has a high ability to solve various optimization problems. Also, the analysis and comparison of the optimization results obtained from the SLOA with the other eight algorithms shows that the SLOA is able to provide more appropriate quasi-optimal solutions and closer to the global optimal, and with better performance, it is much more competitive than similar algorithms.

Discrete mathematics covers the field of graph theory, which solves various problems in graphs using algorithms, such as coloring graphs. Part of graph theory is focused on algorithms that solve the passage through mazes and labyrinths. This paper presents a study conducted as part of a university course focused on graph theory. The course addressed the problem of high student failure in the mazes and labyrinths chapter. Students’ theoretical knowledge and practical skills in solving algorithms in the maze were low. Therefore, the use of educational robots and their involvement in the teaching of subjects in part focused on mazes and labyrinths. This study shows an easy passage through the individual areas of teaching the science, technology, engineering, and mathematics (STEM) concept. In this article, we describe the research survey and focus on the description and examples of teaching in a university course. Part of the work is the introduction of an easy transition from the theoretical solution of algorithms to their practical implementation on a real autonomous robot. The theoretical part of the course introduced the issues of graph theory and basic algorithms for solving the passage through the labyrinth. The contribution of this study is a change in the approach to teaching graph theory and a greater interconnection of individual areas of STEM to achieve better learning outcomes for science students.

The study focuses on teaching students using educational robots in the field of STEM. The study focused on the influence of project-based teaching on the development of student competences, especially problem-solving competences. The research part of the study describes the conducted pedagogical experiment—teaching pupils the programming of educational robots. The experiment compared two groups of students in the 8th grade of elementary school, using the “Skills for Life” test, which is used to test student competencies. Project-based teaching in STEM fields using educational robotics is very popular among students and, according to research results, has an impact on the development of student competencies. The results of the presented study clearly demonstrate the positive influence of project-based teaching using educational robots on the development of student competencies, especially the important key competencies for solving problems. The key competence to solve problems is applicable both in the areas of STEM education, but also in the everyday life of the student.

For any integer k≥2, the sequence of the k-generalized Fibonacci numbers (or k-bonacci numbers) is defined by the k initial values F−(k−2)(k)=⋯=F0(k)=0 and F1(k)=1 and such that each term afterwards is the sum of the k preceding ones. In this paper, we search for repdigits (i.e., a number whose decimal expansion is of the form aa…a, with a∈[1,9]) in the sequence (Fn(k)Fn(k+m))n, for m∈[1,9]. This result generalizes a recent work of Bednařík and Trojovská (the case in which (k,m)=(2,1)). Our main tools are the transcendental method (for Diophantine equations) together with the theory of continued fractions (reduction method).

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