The Evolution of Procedural Knowledge

Work reported herein was conducted at the Artificial Intelligence Laboratory, a Massachusetts Institute of Technology research program supported in part by the Advanced Research Projects Agency of the Department of Defense and monitored by the Office of Naval Research under Contract Number N00014-70-A-0362-0005.A focus on planning and debugging procedures underlies the enhanced proficiency of recent programs which solve problems and acquire new skills. By describing complex procedures as constituents of evolutionary sequences of families of simpler procedures, we can augment our understanding of how they were written and how they accomplish their goals, as well as improving our ability to debug them. To the extent that properties of such descriptions are task independent, we ought to be able to create a computational analogue for genetic epistemology, a theory of procedural ontogeny. Since such a theory ought to be relevant to the teaching of procedures and modelling of the learner, it is proposed than an educational application system be implemented, to help to clarify these ideas. The system would provide assistance to students solving geometry construction problems.MIT Artificial Intelligence Laborator

Third-graders' problem solving performance and teachers' actions

Peer reviewe

A general computational tool for structure synthesis

Synthesis of structures is a very difficult task even with only a small number of components that form a system; yet it is the catalyst of innovation. Molecular structures and nanostructures typically have a large number of similar components but different connections, which manifests a more challenging task for their synthesis. This thesis presents a novel method and its related algorithms and computer programs for the synthesis of structures. This novel method is based on several concepts: (1) the structure is represented by a graph and further by the adjacency matrix; and (2) instead of only exploiting the eigenvalue of the adjacency matrix, both the eigenvalue and the eigenvector are exploited; specifically the components of the eigenvector have been found very useful in algorithm development. This novel method is called the Eigensystem method. The complexity of the Eigensystem method is equal to that of the famous program called Nauty in the combinatorial world. However, the Eigensystem method can work for the weighted and both directed and undirected graph, while the Nauty program can only work for the non-weighted and both directed and undirected graph. The cause for this is the different philosophies underlying these two methods. The Nauty program is based on the recursive component decomposition strategy, which could involve some unmanageable complexities when dealing with the weighted graph, albeit no such an attempt has been reported in the literature. It is noted that in practical applications of structure synthesis, weighted graphs are more useful than non-weighted graphs for representing physical systems. Pivoted at the Eigensystem method, this thesis presents the algorithms and computer programs for the three fundamental problems in structure synthesis, namely the isomorphism/automorphism, the unique labeling, and the enumeration of the structures or graphs

Vagueness in mathematics talk

The Cockcroft Report claimed that "mathematics provides a means of communication which is powerful, concise and unambiguous". Such precision in language may be a conventional aim of mathematics, particularly when communicated in writing. Nonetheless, as this thesis demonstrates, vagueness is commonplace when people talk about mathematics. In this thesis, I examine the circumstances in which vagueness arises in mathematics talk, and consider the practical purposes which speakers achieve by means of vague utterances in this context. The empirical database, which is considered in Chapters 4 to 7, consists almost entirely of transcripts of mathematical conversations between adult interviewers (including myself) and one or two children. The data were collected from clinical interviews focused on a small number of tasks, and from fragments of teaching. For the most part, the pupils involved in the study were aged between 9 and 12, although the age-range in Chapter 7 extends from 4 to 25. I draw on a number of approaches to discourse associated with 'pragmatics' -a field of linguistics - to analyse the motives and communicative effectiveness of speakers who deploy vagueness in mathematics talk. I claim that, for these speakers, vagueness fulfills a number of purposes, especially 'shielding', i. e. self-protection against accusation of being wrong. Another purpose is to give approximate information; sometimes to achieve shielding, but also to provide the level of detail that is deemed to be appropriate in a given situation. A different purpose, associated with a particular form of vagueness (of reference), is to compensate for lexical gaps in pursuit of effective communication of concepts and ideas. I show, in particular, how speakers use the pronouns 'it' and 'you' in mathematics talk to communicate concepts and generalisations. Some consideration is given to the intentions of 'expert speakers of mathematics when they deploy vague language. Their purposes include some of those identified for novices. Teachers also use vagueness as a means of indirectness in addressing pupils; this strategy is associated with the redress of 'face threatening acts'. My thesis is that vagueness can be viewed and presented, not as a disabling feature of language, but as a subtle and versatile device which speakers can and do deploy to make mathematical assertions with as much precision, accuracy or as much confidence as they judge is warranted by both the content and the circumstances of their utterances. I report on the validation and generalisation of my findings by an Informal Research Group of school teachers, who transcribed and analysed their own classroom interactions using the methods I had developed

Undergraduate and Graduate Course Descriptions, 2013 Summer

Wright State University undergraduate and graduate course descriptions from Summer 2013