Email Gateway (Aug 19 2022 at 08:36): Email Gateway (Aug 19 2022 at 08:36):From: Walther Neuper <wneuper@ist.tugraz.at>
[apologies for multiple copies]
[Note: Extended Deadline is 22 September 2012]
Special Issue of
The Electronic Journal of Mathematics & Technology (eJMT)
https://php.radford.edu/~ejmt/
on
Theorem-Prover based Systems for Education
===Scope
CADGME, the Conference on Computer Algebra and Dynamic Geometry Sy-
stems in Mathematics Education, has a working group on Theorem-Prover
(TP) based Systems since 2009. This year's conference held in Novi Sad,
Serbia, leads to a special issue with this scope:
Recently and largely unnoticed in public, applications in science and
technology drove the development of automated and interactive theorem
proving technologies, which have become of major importance for mathe-
matics and computer science in academia and in industry. However,
their potential for a wide-spread education technology is unexplored,
in spite of the fact, that TP exhibits features relevant for educati-
onal systems:
TP supports automated checks of user-input: since input states a
lemma to be proved within the logical context of a proof, a cal-
culation or a geometric construction, TP checks user-input without
specific code for large classes of input. Such automation brings
systems for step-wise problem solving within reach.
TP covers the whole problem solving process: since TP implements
reasoning – the core of mathematical thinking, it supports all steps
in problem solving (mathematising, comparing specifications, reason-
ing and arguing, trying various strategies, until a solution can be
verified).
TP has underlying knowledge in a human readable format (following
the LCF-paradigm): mathematics knowledge is mechanized down to
"first principles" beginning from basic axioms and definitions; so
presenting explanations to learners is not an issue of implementa-
tion but an issue of filtering off details.
These features are distinguished from present educational mathematics
software, from CAS, DGS, Spreadsheets etc. such that they promote a
new generation of educational math assistants. Several prototypes are
under construction in academic R&D for geometry, algebra and appli-
cations in engineering disciplines. So it seems in time to publish
TP's potential and expected impact on educational practice in a
special issue.
===Important Dates
Deadline: September 15, 2012
Deadline extended to: September 22, 2012
Submission: 16 pages pdf
https://www.easychair.org/conferences/?conf=cadgme12-edutps
Preliminary notification: October 22, 2012
Final notification due to eJMT referees
Expected publication: Spring 2013
===Submission Details
We expect original articles (typically 12-18 pages) that present high-
quality contributions that have not been previously published in an
archival venue and that must not be simultaneously submitted for
publication elsewhere.
Guidelines https://php.radford.edu/~ejmt/SubmissionGuidelines.php
===Program Committee
Christian Gütl, Graz University of Technology
Roman Hašek, University of South Bohemia
Zlatan Magajna, University of Ljubljana
Filip Maric, University of Belgrade (chair)
Walther Neuper, Graz University of Technology (co-chair)
Pavel Pech, University of South Bohemia
Rein Prank, University of Tartu
Pedro Quaresma, University of Coimbra
Judit Robu, University of Xluj-Napoca
Wolfgang Windsteiger, University of Linz
===Topics of interest include, but are not limited to:
Features of TP which have specific potential for innovating educati-
onal software
Descriptions of systems which implement TP components, and expected
impact on innovating education
Reports from field-tests for TP-based systems
What are novel promises of TP for open learning scenarios in class,
independent learning at home, in renewed math and science education?
How can TP provide additional challenges for gifted and interested
students as well as extra tuition to catch up on, particularly for
"slow but rigorous thinkers"?
What is the gain for designing curricula, when respective math know-
ledge can be mechanized and is available "from first principles"?
What is the gain for evaluation and assessment, when the same soft-
ware can be used for learning as well as for assessment (because for
the latter only supportive functionality needs to be reduced)?
How can TP-based systems support and enforce continuity between
“intuitive” math at high-school and “formal” math at university?
Are there ideas for open price competitions addressing the public in
interactive mathematical challenges via “cloud computing”?
Last updated: Nov 21 2024 at 12:39 UTC