4 research outputs found
Towards a Geometry Automated Provers Competition
The geometry automated theorem proving area distinguishes itself by a large
number of specific methods and implementations, different approaches
(synthetic, algebraic, semi-synthetic) and different goals and applications
(from research in the area of artificial intelligence to applications in
education).
Apart from the usual measures of efficiency (e.g. CPU time), the possibility
of visual and/or readable proofs is also an expected output against which the
geometry automated theorem provers (GATP) should be measured.
The implementation of a competition between GATP would allow to create a test
bench for GATP developers to improve the existing ones and to propose new ones.
It would also allow to establish a ranking for GATP that could be used by
"clients" (e.g. developers of educational e-learning systems) to choose the
best implementation for a given intended use.Comment: In Proceedings ThEdu'19, arXiv:2002.1189
Exchange of Geometric Information Between Applications
The Web Geometry Laboratory (WGL) is a collaborative and adaptive e-learning
Web platform integrating a well known dynamic geometry system. Thousands of
Geometric problems for Geometric Theorem Provers (TGTP) is a Web-based
repository of geometric problems to support the testing and evaluation of
geometric automated theorem proving systems.
The users of these systems should be able to profit from each other. The TGTP
corpus must be made available to the WGL user, allowing, in this way, the
exploration of TGTP problems and their proofs. On the other direction TGTP
could gain by the possibility of a wider users base submitting new problems.
Such information exchange between clients (e.g. WGL) and servers (e.g. TGTP)
raises many issues: geometric search - someone, working in a geometric problem,
must be able to ask for more information regarding that construction; levels of
geometric knowledge and interest - the problems in the servers must be
classified in such a way that, in response to a client query, only the problems
in the user's level and/or interest are returned; different aims of each tool -
e.g. WGL is about secondary school geometry, TGTP is about formal proofs in
semi-analytic and algebraic proof methods, not a perfect match indeed;
localisation issues, e.g. a Portuguese user obliged to make the query and
process the answer in English; technical issues-many technical issues need to
be addressed to make this exchange of geometric information possible and
useful.
Instead of a giant (difficult to maintain) tool, trying to cover all, the
interconnection of specialised tools seems much more promising. The challenges
to make that connection work are many and difficult, but, it is the authors
impression, not insurmountable.Comment: In Proceedings ThEdu'17, arXiv:1803.0072
Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment
The area of geometry with its very strong and appealing visual contents and
its also strong and appealing connection between the visual content and its
formal specification, is an area where computational tools can enhance, in a
significant way, the learning environments.
The dynamic geometry software systems (DGSs) can be used to explore the
visual contents of geometry. This already mature tools allows an easy
construction of geometric figures build from free objects and elementary
constructions. The geometric automated theorem provers (GATPs) allows formal
deductive reasoning about geometric constructions, extending the reasoning via
concrete instances in a given model to formal deductive reasoning in a
geometric theory.
An adaptative and collaborative blended-learning environment where the DGS
and GATP features could be fully explored would be, in our opinion a very rich
and challenging learning environment for teachers and students.
In this text we will describe the Web Geometry Laboratory a Web environment
incorporating a DGS and a repository of geometric problems, that can be used in
a synchronous and asynchronous fashion and with some adaptative and
collaborative features.
As future work we want to enhance the adaptative and collaborative aspects of
the environment and also to incorporate a GATP, constructing a dynamic and
individualised learning environment for geometry.Comment: In Proceedings THedu'11, arXiv:1202.453