841 research outputs found
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
Automated Generation of User Guidance by Combining Computation and Deduction
Herewith, a fairly old concept is published for the first time and named
"Lucas Interpretation". This has been implemented in a prototype, which has
been proved useful in educational practice and has gained academic relevance
with an emerging generation of educational mathematics assistants (EMA) based
on Computer Theorem Proving (CTP).
Automated Theorem Proving (ATP), i.e. deduction, is the most reliable
technology used to check user input. However ATP is inherently weak in
automatically generating solutions for arbitrary problems in applied
mathematics. This weakness is crucial for EMAs: when ATP checks user input as
incorrect and the learner gets stuck then the system should be able to suggest
possible next steps.
The key idea of Lucas Interpretation is to compute the steps of a calculation
following a program written in a novel CTP-based programming language, i.e.
computation provides the next steps. User guidance is generated by combining
deduction and computation: the latter is performed by a specific language
interpreter, which works like a debugger and hands over control to the learner
at breakpoints, i.e. tactics generating the steps of calculation. The
interpreter also builds up logical contexts providing ATP with the data
required for checking user input, thus combining computation and deduction.
The paper describes the concepts underlying Lucas Interpretation so that open
questions can adequately be addressed, and prerequisites for further work are
provided.Comment: In Proceedings THedu'11, arXiv:1202.453
The use of data-mining for the automatic formation of tactics
This paper discusses the usse of data-mining for the automatic formation of tactics. It was presented at the Workshop on Computer-Supported Mathematical Theory Development held at IJCAR in 2004. The aim of this project is to evaluate the applicability of data-mining techniques to the automatic formation of tactics from large corpuses of proofs. We data-mine information from large proof corpuses to find commonly occurring patterns. These patterns are then evolved into tactics using genetic programming techniques
Designing Normative Theories for Ethical and Legal Reasoning: LogiKEy Framework, Methodology, and Tool Support
A framework and methodology---termed LogiKEy---for the design and engineering
of ethical reasoners, normative theories and deontic logics is presented. The
overall motivation is the development of suitable means for the control and
governance of intelligent autonomous systems. LogiKEy's unifying formal
framework is based on semantical embeddings of deontic logics, logic
combinations and ethico-legal domain theories in expressive classic
higher-order logic (HOL). This meta-logical approach enables the provision of
powerful tool support in LogiKEy: off-the-shelf theorem provers and model
finders for HOL are assisting the LogiKEy designer of ethical intelligent
agents to flexibly experiment with underlying logics and their combinations,
with ethico-legal domain theories, and with concrete examples---all at the same
time. Continuous improvements of these off-the-shelf provers, without further
ado, leverage the reasoning performance in LogiKEy. Case studies, in which the
LogiKEy framework and methodology has been applied and tested, give evidence
that HOL's undecidability often does not hinder efficient experimentation.Comment: 50 pages; 10 figure
Automated Theorem Proving in GeoGebra: Current Achievements
GeoGebra is an open-source educational mathematics software tool, with millions of users worldwide. It has a number of features (integration of computer algebra, dynamic geometry, spreadsheet, etc.), primarily focused on facilitating student experiments, and not on formal reasoning. Since including automated deduction tools in GeoGebra could bring a whole new range of teaching and learning scenarios, and since automated theorem proving and discovery in geometry has reached a rather mature stage, we embarked on a project of incorporating and testing a number of different automated provers for geometry in GeoGebra. In this paper, we present the current achievements and status of this project, and discuss various relevant challenges that this project raises in the educational, mathematical and software contexts. We will describe, first, the recent and forthcoming changes demanded by our project, regarding the implementation and the user interface of GeoGebra. Then we present our vision of the educational scenarios that could be supported by automated reasoning features, and how teachers and students could benefit from the present work. In fact, current performance of GeoGebra, extended with automated deduction tools, is already very promising—many complex theorems can be proved in less than 1 second. Thus, we believe that many new and exciting ways of using GeoGebra in the classroom are on their way
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