14 research outputs found
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
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
GeoGebra in project-based learning (Geo-PJBL): A dynamic tool for analytical geometry course
The integration of learning models and software is a trend in mathematics courses. However, no existing learning model for geometry courses involves the students in the making of a tool or media project. The researchers noticed the potential of the project-based learning (PjBL) model and GeoGebra in analytical geometry courses. This study revealed differences in the influence of the Geo-PjBL and PjBL models on students’ achievement. The subjects consisted of 137 prospective mathematics teachers. The Basic Geometry Instrument (BGI) was used to measure the subjects’ initial ability in basic geometry, and the Geometry Analytic Instrument (GAI) was used to evaluate the model and prospective teachers’ performance. The Geo-PjBL and PjBL classroom activities lasted for 15 weeks. Both classrooms received the same content; the difference between the Geo-PjBL and PjBL classrooms was the tools used to present the problems and the project results. An analysis of covariance (ANCOVA) was conducted to analyze the data (α = 0.01). The Geo-PjBL model is more effective in applying analytical geometry subjects that require precision and accurate visual illustrations. Meanwhile, in the range of algebraic operations, the Geo-PjBL model is as effective as the PjBL modelPeer Reviewe
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
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
A combination of a dynamic geometry software with a proof assistant for interactive formal proofs
International audienceThis paper presents an interface for geometry proving. It is a combination of a dynamic geometry software - Geogebra[11] with a proof assistant - Coq[8]. Thanks to the features of Geogebra, users can create and manipulate geometric constructions, they discover conjectures and interactively build formal proofs with the support of Coq. Our system allows users to construct fully traditional proofs in the same style as the ones in high school. For each step of proving, we provide a set of applicable rules veri ed in Coq for users, we also provide tactics in Coq by which minor steps of reasoning are solved automatically