Towards an Intelligent Tutor for Mathematical Proofs

Computer-supported learning is an increasingly important form of study since it allows for independent learning and individualized instruction. In this paper, we discuss a novel approach to developing an intelligent tutoring system for teaching textbook-style mathematical proofs. We characterize the particularities of the domain and discuss common ITS design models. Our approach is motivated by phenomena found in a corpus of tutorial dialogs that were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor for textbook-style mathematical proofs can be built on top of an adapted assertion-level proof assistant by reusing representations and proof search strategies originally developed for automated and interactive theorem proving. The resulting prototype was successfully evaluated on a corpus of tutorial dialogs and yields good results.Comment: In Proceedings THedu'11, arXiv:1202.453

Students´ language in computer-assisted tutoring of mathematical proofs

Truth and proof are central to mathematics. Proving (or disproving) seemingly simple statements often turns out to be one of the hardest mathematical tasks. Yet, doing proofs is rarely taught in the classroom. Studies on cognitive difficulties in learning to do proofs have shown that pupils and students not only often do not understand or cannot apply basic formal reasoning techniques and do not know how to use formal mathematical language, but, at a far more fundamental level, they also do not understand what it means to prove a statement or even do not see the purpose of proof at all. Since insight into the importance of proof and doing proofs as such cannot be learnt other than by practice, learning support through individualised tutoring is in demand. This volume presents a part of an interdisciplinary project, set at the intersection of pedagogical science, artificial intelligence, and (computational) linguistics, which investigated issues involved in provisioning computer-based tutoring of mathematical proofs through dialogue in natural language. The ultimate goal in this context, addressing the above-mentioned need for learning support, is to build intelligent automated tutoring systems for mathematical proofs. The research presented here has been focused on the language that students use while interacting with such a system: its linguistic propeties and computational modelling. Contribution is made at three levels: first, an analysis of language phenomena found in students´ input to a (simulated) proof tutoring system is conducted and the variety of students´ verbalisations is quantitatively assessed, second, a general computational processing strategy for informal mathematical language and methods of modelling prominent language phenomena are proposed, and third, the prospects for natural language as an input modality for proof tutoring systems is evaluated based on collected corpora

Assertion level proof planning with compiled strategies

This book presents new techniques that allow the automatic verification and generation of abstract human-style proofs. The core of this approach builds an efficient calculus that works directly by applying definitions, theorems, and axioms, which reduces the size of the underlying proof object by a factor of ten. The calculus is extended by the deep inference paradigm which allows the application of inference rules at arbitrary depth inside logical expressions and provides new proofs that are exponentially shorter and not available in the sequent calculus without cut. In addition, a strategy language for abstract underspecified declarative proof patterns is developed. Together, the complementary methods provide a framework to automate declarative proofs. The benefits of the techniques are illustrated by practical applications.Die vorliegende Arbeit beschäftigt sich damit, das Formalisieren von Beweisen zu vereinfachen, indem Methoden entwickelt werden, um informale Beweise formal zu verifizieren und erzeugen zu können. Dazu wird ein abstrakter Kalkül entwickelt, der direkt auf der Faktenebene arbeitet, welche von Menschen geführten Beweisen relativ nahe kommt. Anhand einer Fallstudie wird gezeigt, dass die abstrakte Beweisführung auf der Fakteneben vorteilhaft für automatische Suchverfahren ist. Zusätzlich wird eine Strategiesprache entwickelt, die es erlaubt, unterspezifizierte Beweismuster innerhalb des Beweisdokumentes zu spezifizieren und Beweisskizzen automatisch zu verfeinern. Fallstudien zeigen, dass komplexe Beweismuster kompakt in der entwickelten Strategiesprache spezifiziert werden können. Zusammen bilden die einander ergänzenden Methoden den Rahmen zur Automatisierung von deklarativen Beweisen auf der Faktenebene, die bisher überwiegend manuell entwickelt werden mussten

Assertion level proof planning with compiled strategies

This book presents new techniques that allow the automatic verification and generation of abstract human-style proofs. The core of this approach builds an efficient calculus that works directly by applying definitions, theorems, and axioms, which reduces the size of the underlying proof object by a factor of ten. The calculus is extended by the deep inference paradigm which allows the application of inference rules at arbitrary depth inside logical expressions and provides new proofs that are exponentially shorter and not available in the sequent calculus without cut. In addition, a strategy language for abstract underspecified declarative proof patterns is developed. Together, the complementary methods provide a framework to automate declarative proofs. The benefits of the techniques are illustrated by practical applications.Die vorliegende Arbeit beschäftigt sich damit, das Formalisieren von Beweisen zu vereinfachen, indem Methoden entwickelt werden, um informale Beweise formal zu verifizieren und erzeugen zu können. Dazu wird ein abstrakter Kalkül entwickelt, der direkt auf der Faktenebene arbeitet, welche von Menschen geführten Beweisen relativ nahe kommt. Anhand einer Fallstudie wird gezeigt, dass die abstrakte Beweisführung auf der Fakteneben vorteilhaft für automatische Suchverfahren ist. Zusätzlich wird eine Strategiesprache entwickelt, die es erlaubt, unterspezifizierte Beweismuster innerhalb des Beweisdokumentes zu spezifizieren und Beweisskizzen automatisch zu verfeinern. Fallstudien zeigen, dass komplexe Beweismuster kompakt in der entwickelten Strategiesprache spezifiziert werden können. Zusammen bilden die einander ergänzenden Methoden den Rahmen zur Automatisierung von deklarativen Beweisen auf der Faktenebene, die bisher überwiegend manuell entwickelt werden mussten

A Survey of Available Corpora For Building Data-Driven Dialogue Systems: The Journal Version

During the past decade, several areas of speech and language understanding have witnessed substantial breakthroughs from the use of data-driven models. In the area of dialogue systems, the trend is less obvious, and most practical systems are still built through significant engineering and expert knowledge. Nevertheless, several recent results suggest that data-driven approaches are feasible and quite promising. To facilitate research in this area, we have carried out a wide survey of publicly available datasets suitable for data-driven learning of dialogue systems. We discuss important characteristics of these datasets, how they can be used to learn diverse dialogue strategies, and their other potential uses. We also examine methods for transfer learning between datasets and the use of external knowledge. Finally, we discuss appropriate choice of evaluation metrics for the learning objective

MENON : automating a Socratic teaching model for mathematical proofs

This thesis presents an approach to adaptive pedagogical feedback for arbitrary domains as an alternative to resource-intensive pre-compiled feedback, which represents the state-of-the-art in intelligent tutoring systems today. A consequence of automatic adaptive feedback is that the number of tasks with pedagogical feedback that can be offered to the student increases, and with it the opportunity for practice. We focus on automating different aspects of teaching that together are primarily responsible for learning and can be integrated in a unified natural-language output. The automatic production and natural-language generation of feedback enables its personalisation both at the pedagogical and the natural-language dialogue level. We propose a method for automating the production of domain-independent adaptive feedback. The proof- of-concept implementation of the tutorial manager Menon is carried out for the domain of set-theory proofs. More specifically, we define a pedagogical model that abides by schema and cognitive load theory, and by the synergistic approach to learning. We implement this model in a Socratic teaching strategy whose basic units of feedback are dialogue moves. We use empirical data from two domains to derive a taxonomy of tutorial-dialogue moves, and define the most central and sophisticated move hint. The formalisation of the cognitive content of hints is inspired by schema theory and is facilitated by a domain ontology.Die vorliegende Arbeit präsentiert eine Annäherung an adaptives pädagogisches Feedback für beliebige Domäne. Diese Herangehensweise bietet eine Alternative zu ressource-intensivem, vorübersetztem Feedback, dass das heutige "state-of-the-art'; in intelligenten tutoriellen Systemen ist. Als Folge können zahlreiche Aufgaben mit pädagogischem Feedback für die Praxis angeboten werden. Der Schwerpunkt der Arbeit liegt auf der Automatisierung verschiedener Aspekte des Lehrprozesses, die in ihrer Gesamtheit wesentlich den Lernprozess beeinflussen, und in einer einheitlichen Systemausgabe Natürlicher Sprache integriert werden können. Die automatische Produktion und die Systemgenerierung von Feedback in Natürlicher Sprache ermöglichen eine Individualisierung des Feedback auf zwei Ebenen: einer pädagogischen und einer dialogischen Ebene. Dazu schlagen wir eine Methode vor, durch die adaptives Feedback automatisiert werden kann, und implementieren den tutoriellen Manager Menon als "proof-of-concept'; beispielhaft für die Domäne von Beweisen in der Mengentheorie. Konkret definieren wir ein pädagogisches Modell, das sich auf Schema- und Kognitionstheorie sowie auf die synergetische Herangehensweise an Lernen stützt. Dieses Modell wird in einer Sokratischen Lehrmethode implementiert, deren basale Feedback-Elemente aus Dialogakten bestehen. Zur Bestimmung einer Taxonomie Tutorielle-Dialogakte sowie des zentralen und komplexen Dialogakts hint (Hinweis) wenden wir empirische Daten aus zwei Domänen an. Die Formalisierung des kognitiven Inhaltes von Hinweisen folgt der Schematheorie und basiert auf einer Domänenontologie

CLiFF Notes: Research In Natural Language Processing at the University of Pennsylvania

The Computational Linguistics Feedback Forum (CLIFF) is a group of students and faculty who gather once a week to discuss the members\u27 current research. As the word feedback suggests, the group\u27s purpose is the sharing of ideas. The group also promotes interdisciplinary contacts between researchers who share an interest in Cognitive Science. There is no single theme describing the research in Natural Language Processing at Penn. There is work done in CCG, Tree adjoining grammars, intonation, statistical methods, plan inference, instruction understanding, incremental interpretation, language acquisition, syntactic parsing, causal reasoning, free word order languages, ... and many other areas. With this in mind, rather than trying to summarize the varied work currently underway here at Penn, we suggest reading the following abstracts to see how the students and faculty themselves describe their work. Their abstracts illustrate the diversity of interests among the researchers, explain the areas of common interest, and describe some very interesting work in Cognitive Science. This report is a collection of abstracts from both faculty and graduate students in Computer Science, Psychology and Linguistics. We pride ourselves on the close working relations between these groups, as we believe that the communication among the different departments and the ongoing inter-departmental research not only improves the quality of our work, but makes much of that work possible