Plan generation using a method of deductive program synthesis

In this paper we introduce a planning approach based on a method of deductive program synthesis. The program synthesis system we rely upon takes first-order specifications and from these derives recursive programs automatically. It uses a set of transformation rules whose applications are guided by an overall strategy. Additionally several heuristics are involved which considerably reduce the search space. We show by means of an example taken from the blocks world how even recursive plans can be obtained with this method. Some modifications of the synthesis strategy and heuristics are discussed, which are necessary to obtain a powerful and automatic planning system. Finally it is shown how subplans can be introduced and generated separately

Improving QED-Tutrix by Automating the Generation of Proofs

The idea of assisting teachers with technological tools is not new. Mathematics in general, and geometry in particular, provide interesting challenges when developing educative softwares, both in the education and computer science aspects. QED-Tutrix is an intelligent tutor for geometry offering an interface to help high school students in the resolution of demonstration problems. It focuses on specific goals: 1) to allow the student to freely explore the problem and its figure, 2) to accept proofs elements in any order, 3) to handle a variety of proofs, which can be customized by the teacher, and 4) to be able to help the student at any step of the resolution of the problem, if the need arises. The software is also independent from the intervention of the teacher. QED-Tutrix offers an interesting approach to geometry education, but is currently crippled by the lengthiness of the process of implementing new problems, a task that must still be done manually. Therefore, one of the main focuses of the QED-Tutrix' research team is to ease the implementation of new problems, by automating the tedious step of finding all possible proofs for a given problem. This automation must follow fundamental constraints in order to create problems compatible with QED-Tutrix: 1) readability of the proofs, 2) accessibility at a high school level, and 3) possibility for the teacher to modify the parameters defining the "acceptability" of a proof. We present in this paper the result of our preliminary exploration of possible avenues for this task. Automated theorem proving in geometry is a widely studied subject, and various provers exist. However, our constraints are quite specific and some adaptation would be required to use an existing prover. We have therefore implemented a prototype of automated prover to suit our needs. The future goal is to compare performances and usability in our specific use-case between the existing provers and our implementation.Comment: In Proceedings ThEdu'17, arXiv:1803.0072

Ontological Stakeholder View: An Innovative Proposition

This article describes a theoretical way of understanding business enterprise, for what it is used the stakeholder theory as a theory of the firm. Thus, the purpose of this article is to show an innovative perspective called ontological perspective of stakeholders that relies on a phenomenological model where the subjective perspective of agents is the key, from a purely monetarist model to an economic, social and emotional value creation model, and from a deductive model of stakeholder interests to an inductive model. The main contributions are: add a new perspective to the different classifications made of stakeholder theory, avoid monetarist reductionism under the concept of value in a way that the manager takes into account all interconnected interests of stakeholders, and finally prioritize interests map instead of roles map without accepting the assumption that the role involves joint and no conflicting interests

Research in advanced formal theorem-proving techniques

The results are summarised of a project aimed at the design and implementation of computer languages to aid in expressing problem solving procedures in several areas of artificial intelligence including automatic programming, theorem proving, and robot planning. The principal results of the project were the design and implementation of two complete systems, QA4 and QLISP, and their preliminary experimental use. The various applications of both QA4 and QLISP are given

The DLV System for Knowledge Representation and Reasoning

This paper presents the DLV system, which is widely considered the state-of-the-art implementation of disjunctive logic programming, and addresses several aspects. As for problem solving, we provide a formal definition of its kernel language, function-free disjunctive logic programs (also known as disjunctive datalog), extended by weak constraints, which are a powerful tool to express optimization problems. We then illustrate the usage of DLV as a tool for knowledge representation and reasoning, describing a new declarative programming methodology which allows one to encode complex problems (up to $\Delta^P_3$-complete problems) in a declarative fashion. On the foundational side, we provide a detailed analysis of the computational complexity of the language of DLV, and by deriving new complexity results we chart a complete picture of the complexity of this language and important fragments thereof. Furthermore, we illustrate the general architecture of the DLV system which has been influenced by these results. As for applications, we overview application front-ends which have been developed on top of DLV to solve specific knowledge representation tasks, and we briefly describe the main international projects investigating the potential of the system for industrial exploitation. Finally, we report about thorough experimentation and benchmarking, which has been carried out to assess the efficiency of the system. The experimental results confirm the solidity of DLV and highlight its potential for emerging application areas like knowledge management and information integration.Comment: 56 pages, 9 figures, 6 table

Assigning mathematics tasks versus providing pre-fabricated mathematics in order to support learning to prove

We present types of mathematics tasks that we propose to our students —future high school mathematics teachers— in a geometry course whose objective is learning to prove and whose enterprise is collectively building an axiomatic system for a portion of plane geometry. We pursue the achievement of the course objective by involving students in different types of tasks instead of providing them with pre-fabricated mathematics