Using IDEAS in Teaching Logic, Lessons Learned

Lodder, Josje; Passier, Harrie; Stuurman, Sylvia

doi:10.1109/csse.2008.403

Cited by 13 publications

(6 citation statements)

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“…These strategies have been tested with students on a small scale. Lodder et al [33] report on tests with our own tool that supports bringing a proposition in DNF. Corbalan and Paas [15] show that providing feedback on the strategic level in interactive linear algebra exercises improves far transfer [34]: students that received feedback on the strategic level did better in advanced exercises.…”

Section: Current Status and Future Workmentioning

confidence: 97%

Specifying Rewrite Strategies for Interactive Exercises

2010

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Strategies specify how a wide range of exercises can be solved incrementally, such as bringing a logic proposition to disjunctive normal form, reducing a matrix, or calculating with fractions. In this paper we introduce a language for specifying strategies for solving exercises. This language makes it easier to automatically calculate feedback, for example when a user makes an erroneous step in a calculation. We can automatically generate worked-out examples, track the progress of a student by inspecting submitted intermediate answers, and report back suggestions in case the student deviates from the strategy. Thus it becomes less labor-intensive and less adhoc to specify new exercise domains and exercises within that domain. A strategy describes valid sequences of rewrite rules, which turns tracking intermediate steps into a parsing problem. This is a promising view at interactive exercises because it allows us to take advantage of many years of experience in parsing sentences of context-free languages, and transfer this knowledge and technology to the domain of stepwise solving exercises. In this paper we work out the similarities between parsing and solving exercises incrementally, we discuss generating feedback on strategies, and the implementation of a strategy recognizer.

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Section: Current Status and Future Workmentioning

confidence: 97%

Specifying Rewrite Strategies for Interactive Exercises

2010

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“…Já o IDEAS (Lodder et al, 2008) desenvolvido na Open University Netherlandś e um projeto que consistiu em desenvolver uma ferramenta suporte no ensino de lógica, reescrevendo fórmulas lógicas na Forma Normal Disjuntiva (FND). A ferramenta possibilita a aplicação de regras simples, por parte do aluno, e analisa se a expressão submetidá e uma derivação da previamente fornecida, além de fornecer, a cada passo, um feedback novo ao aluno.…”

Section: Sistemas Tutores Inteligentes E Trabalhos Relacionadosunclassified

“…No caso específico do nível superior, as diferenças que os alunos apresentam entre os conhecimentos prévios parecem ter impacto forte uma vez que, dependendo da disciplina, pode ser gerada para alguns uma dificuldade maior em adquirirem novos conhecimentos. Como exemplo, citamos a disciplina "Lógica Matemática", ministrada nos cursos de Computação de nível superior, na qual muitos alunos têm dificuldades em compreendê-la (Grivokostopoulou, Perikos, e Hatzilygeroudis, 2013;Lodder, Passier, e Stuurman, 2008).…”

Section: Introductionunclassified

STI - Lógica Livre: uma ferramenta para auxiliar a aprendizagem de equivalência lógica no âmbito da educação superior

Schreiner¹,

Parada²,

Lisbôa³

et al. 2019

Anais Do XXX Simpósio Brasileiro De Informática Na Educação (SBIE 2019)

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The present work deals with the development and evaluation of an Intelligent Tutoring System (ITS) used to aid in the learning of Propositional Logical Equivalence in the Licenciatura em Computação of the Setor Palotina of UFPR.In the development of the ITS, we used Web Development and Artificial Intelligence (IA) techniques, such as Bootstrap and Fuzzy Logic. Its use was based on the solution of challenges by the student, and with each challenge the system reports feedback and accompanies him in the progress of his learning. The software was submitted to experiments, in order to validate it as an educational tool. We had results that show an improvement in students' learning in the Logic discipline of our institution.Resumo. O presente trabalho aborda o desenvolvimento e a avaliação de um Sistema Tutor Inteligente (STI) utilizado para auxiliar na aprendizagem de Equivalência Lógica Proposicional no Curso de Licenciatura em Computação do Setor Palotina da UFPR. Na criação do STI foram utilizadas técnicas de Desenvolvimento Web e de Inteligência Artificial (IA), tais como Bootstrap e Lógica Fuzzy. Sua utilização foi baseada na solução de desafios pelo aluno sendo que, a cada desafio, o sistema lhe reporta um feedback e o acompanha no progresso de sua aprendizagem. O software foi submetido a experimentos, com o intuito de validá-lo enquanto ferramenta educacional. Como resultado obtivemos uma melhora na aprendizagem dos alunos da disciplina de Lógica de nossa instituição.

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“…Feedback and feed forward are available for all exercises. LogEx integrates improved versions of earlier tools to rewrite formulas in disjunctive normal form [3,4] and to prove equivalences [2]. The main learning goals for which we want to use the LE are: After practicing with the LE a student can recognize applicable rules can apply rules correctly can rewrite a formula in normal form can prove the equivalence of two formulae using standard equivalences can demonstrate strategic insight in how to rewrite a formula in normal form or prove an equivalence in an efficient way.…”

Section: The Logex Learning Environmentmentioning

confidence: 99%

A pilot study of the use of LogEx, lessons learned

Lodder,

Heeren,

Jeuring

2015

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Using IDEAS in Teaching Logic, Lessons Learned

Cited by 13 publications

References 1 publication

Specifying Rewrite Strategies for Interactive Exercises

Specifying Rewrite Strategies for Interactive Exercises

STI - Lógica Livre: uma ferramenta para auxiliar a aprendizagem de equivalência lógica no âmbito da educação superior

A pilot study of the use of LogEx, lessons learned

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