492 research outputs found

    An eMath Teacher TOOL for ACTIVE LEARNING FLEURY'S ALGORITHM

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    An eMathTeacher [Sánchez-Torrubia 2007a] is an eLearning on line self assessment tool that help students to active learning math algorithms by themselves, correcting their mistakes and providing them with clues to find the right solution. The tool presented in this paper is an example of this new concept on Computer Aided Instruction (CAI) resources and has been implemented as a Java applet and designed as an auxiliary instrument for both classroom teaching and individual practicing of Fleury’s algorithm. This tool, included within a set of eMathTeacher tools, has been designed as educational complement of Graph Algorithm active learning for first course students. Its characteristics of visualization, simplicity and interactivity, make this tutorial a great value pedagogical instrument

    A methodology for designing automatic evaluators using GLMP paradigm

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    Formative assessment enhances human learning processes as it provides learners wiith information about what they need to work on. To automate formative assessment, we built a general model ( GLMP) that allows the design of systems aimed at reproducing instructor's reasoning for learning assessment and generate a natural language assessment report. This paper presents a methodology for designing these automatic evaluators, highlighting the nlain points to be taken into consideration by the designer

    Measuring Contradiction between two AIFS

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    This paper is devoted to introduce an axiomatic model to distinguish what functions are suitable for measuring the degree of contradiction between two Atanassov's intuitionistic fuzzy sets. After stating the needed background, in section 2, we justify and present the axioms that a contradiction measure must satisfy, and the first examples are set out. After motivating the necessity of achieving some definition for modelling the continuity, in the next section we introduce the concepts of semicontinuity from below and semicontinuity from above for contradiction measures. Finally, in section 4, some families of contradiction measures are constructed

    Measuring contradiction regarding a negation on AIFS

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    In, an axiomatic model for contradiction measures on Atanassov Intuitionistic fuzzy sets was presented; there, different kinds of those measures, depending on the continuity conditions required, were established. But in previous papers, not only the contradiction in general, but also the contradictions with respect to a given strong intuitionistic fuzzy negation were studied. This is due to the fact that in some applications, in order to fix a suitable model, not any negation is valid, but it is necessary to use a particular one. Thus, the problem of the axiomatization of the different types of contradiction measures regarding a given strong negation remained open. This is the main aim of the present work

    Self-Contradiction and Contradiction between two Atanassov's Intuitionistic Fuzzy Sets

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    The paper focuses on the study of the contradiction between two Atanassov's intuitionistic fuzzy sets. First, taking into account some characterizations obtained in previous papers, some functions are defined in order to measure the degrees of contradiction. Besides the principal properties of these measures are pointed out. Finally, some results relating self-contradiction and contradiction between two Atanassov's intuitionistic fuzzy sets are achieved

    Mamadani's Fuzzy Inference eMathTeacher: a Tutorial for Active Learning

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    An eMathTeacher is an eLearning on–line self–assessment tool that helps users to active learning math concepts and algorithms by themselves, correcting their mistakes and providing them with clues to find the right solution. This paper introduces an example of a new concept on Computer Aided Instruction (CAI) resources, i.e. a tutorial designed under eMathTeacher philosophy for active eLearning Mamdani’s Direct Method, and presents a brief survey on available CAI resources discussing what their influence over students’ behaviour is. It also describes the minimum and complementary requirements an eLearning tool must fulfil to be considered an eMathTeacher as well as the main contributions of this kind of tutorials to the learning processes. Needless to say that, such features as interactivity, visualization and simplicity turn these tools into great value pedagogical instruments

    Un Modelo para Medir la N-Contradicción de Conjuntos Borrosos

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    En este artículo, se revisan los conceptos de conjuntos borrosos auto contradictorios y contradictorios respecto de una negación, extendiéndolos al marco, mas general, de las negaciones menos restrictivas, en lugar de considerar solo negaciones fuertes. A continuación, se establecen los axiomas mínimos que debe de verificar una función para que pueda ser considerada una medida de N-auto contradicción, y análogamente para una medida de N-contradicción, estableciéndose algunas relaciones entre ambos tipos de medidas. Finalmente, se introducen los axiomas para modelar la continuidad de las medidas cuando los conjuntos borrosos “crecen", ya análogamente, cuando “decrecen"; así mismo se proporcionan sendas familias de medidas de contradicción, de ambos tipos, que satisfacen una u otra propiedad

    Obtaining contradiction measure on intuitionistic fuzzy sets from fuzzy connectives

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    In a previous paper, we proposed an axiomatic model for measuring self-contradiction in the framework of Atanassov fuzzy sets. This way, contradiction measures that are semicontinuous and completely semicontinuous, from both below and above, were defined. Although some examples were given, the problem of finding families of functions satisfying the different axioms remained open. The purpose of this paper is to construct some families of contradiction measures firstly using continuous t-norms and t-conorms, and secondly by means of strong negations. In both cases, we study the properties that they satisfy. These families are then classified according the different kinds of measures presented in the above paper

    About t-norms on type-2 fuzzy sets.

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    Walker et al. defined two families of binary operations on M (set of functions of [0,1] in [0,1]), and they determined that, under certain conditions, those operations are t-norms (triangular norm) or t-conorms on L (all the normal and convex functions of M). We define binary operations on M, more general than those given by Walker et al., and we study many properties of these general operations that allow us to deduce new t-norms and t-conorms on both L, and M

    GLMP for automatic assessment of DFS algorithm learning

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    We describe how to use a Granular Linguistic Model of a Phenomenon (GLMP) to assess e-learning processes. We apply this technique to evaluate algorithm learning using the GRAPHs learning environment
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