[isabelle] Last CfP: Special Issue "Theorem-Prover based Systems for Education"



[Note: Submission Deadline is 15 September 2012]


                           *Special Issue of*
       The Electronic Journal of Mathematics & Technology (eJMT)
                    https://php.radford.edu/~ejmt/  <https://php.radford.edu/%7Eejmt/>
                                  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
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.
Guidelineshttps://php.radford.edu/~ejmt/SubmissionGuidelines.php

===Program Committee

Roman Has(ek, University of South Bohemia
Zlatan Magajna, University of Ljubljana
Filip Maric, University of Belgrade
Walther Neuper, Graz University of Technology
Pavel Pech, University of South Bohemia
Rein Prank, University of Tartu
to be completed


===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"?





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