15,380 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
Alcuni abstract di articoli che trattano argomenti relativi all'eHealth
Non utile per esam
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
Notes for a study of the didactic transposition of mathematical proof
It is nowadays common to consider that proof must be part of the learning of
mathematics from Kindergarten to University1. As it is easy to observe, looking
back to the history of mathematical curricula, this has not always been the
case either because following an old pedagogical tradition of rote learning
proof was reduced to the formalism of a text and deprived from its meaning or,
despiteits acknowledged presence anywhere in mathematics, proof did not get the
status of something to learn for what it is. On the long way from its absence
as such in the past to its contemporary presence as a content to be taught at
all grades, proof has had to go through a process of didactical transposition
to satisfy a number of different constraints either of an epistemic,
didactical, logical ormathematical nature. I will follow a chronological order
to outline the main features of this process with the objective to better
understand the didactical problem that our current research is facing.Comment: ISSN 1465-2978 (online). Philosophy of Mathematics Education Journal,
In pres
How to give effective explanations: Guidelines for business education, discussion of their scope and their application to teaching operations research
Giving effective instructional explanations is one of the most important teacher competences. Recent di
dactic literature provides, however, little insight on teacher explanations. In our previous work we devel-
oped guidelines for designing comprehensible explanations in the field of business (teacher) education,
which are along general lines transferable to other subject areas and target audiences. In this article, we
first compare our guidelines to the state of research in
general and mathematics didactics. We then in
vestigate their applicability to teaching operations research at university level, based on interviews with
professors of the international operations research community
Through the Eyes of Our Neighbors: A collaborative model for cultural, educational, and community organizations to meaningfully address homelessness in San Francisco
Abstract
The following paper proposes a collaborative model in which an arts institution, a community organization, and a university come together to present a dual photography and architecture/ design exhibition, along with a series of public programs and education initiatives, to raise awareness regarding the issue of homelessness, empower members of the homeless community, and encourage museum-goers to take action. Furthermore, the project aims to partner with the City of San Francisco to implement design solutions to homelessness. The project, while large in scope, was inspired by a rather simple idea: that the museum should respond more effectively to its immediate community and exist as a place for people to engage in dialogue about how contemporary art can effect social change. Research in the museum studies field indicates that it is rare for cultural institutions to address homelessness through programming; and even less common to directly engage homeless persons or provide access to educational resources. However, by expanding the confines of traditional museum programming, it is possible to address matters of inequality and social justice more clearly and with greater impact.
Keywords: access; architecture; art; community; contemporary art; cultural institution; education; exhibition; design; inequality; photography; museum studies; homeless; public program; social change; social justic
- …