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

Social Creativity in the Education Sector: The Case of Collaborative Design of Digital Resources in Mathematics

In this paper we discuss social creativity in a particular professional context, that of education. We studied how collaborative design of educational digital resources inspired social creativity and the influencing factors during this collaboration amongst a group of designers made up of mathematics teachers, teacher educators and researchers with diverse expertise. The research was carried out in the framework of the MC2 European project (http://www.mc2-project.eu/, 2013–2016) aiming to develop a socio-technical environment for the design of digital resources fostering creative mathematical thinking. Through the functional combination of theories, we conceptualize and study the social creativity that occurs during the collaborative design process of a digital resource embedding mathematics into a story. The methodology comprises two main stages, one for setting the context and the other for studying social creativity. We bring to the fore the importance of the moderation of the group of designers, the ignition of ideas, the use of designers’ complementary knowledge and expertise, and the limitation of our communication tool. © 2020, © 2020 Taylor & Francis Group, LLC

Ressources et developpement professionnel des enseignants

Ce texte résume le travail du groupe GT6, qui s’est proposé d’approfondir les réflexions sur les ressources en relation avec le développement professionnel des enseignants. Les contributions à ce groupe de travail ont été organisées autour de trois pôles: conception et usage de ressources, ressources et dispositifs de formation, et ressources et collectifs d’enseignants

Comparing theoretical frameworks enacted in experimental research: TELMA experience

In the context of the Kaleidoscope Network of Excellence, six European research teams developed a methodology for integrating their research approaches. In this paper, we present the methodology based on a crossexperimentation, showing how it gave insight to the understanding of each team's research and on the relationship between theoretical frameworks and experimental research. © FIZ Karlsruhe 2008

Introduction

Introductio