Generating Responses to Formally Flawed Problem-Solving Statements

  • Authors:

  • Helmut Horacek;Magdalena Wolska

  • Affiliations:

  • Universität des Saalandes, Postfach 15 11 50, D-66041 Saarbrücken, Germany, {horacek@cs.uni-sb.de, magda@coli.uni-sb.de};Universität des Saalandes, Postfach 15 11 50, D-66041 Saarbrücken, Germany, {horacek@cs.uni-sb.de, magda@coli.uni-sb.de}

  • Venue:
  • Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
  • Year:
  • 2007

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Abstract

Teaching problem-solving in formal domains aims at two purposes: 1) increasing the students' skill in addressing the problem in a goal-oriented way, and 2) increasing their competence in expressing themselves formally. In a dialog, suitable tutoring strategies addressing both issues may be quite delicate, especially when meeting formally inaccurate or even faulty statements which nevertheless are useful from the problem-solving perspective. Based on evidence from Wizard-of-Oz studies on human tutoring in mathematical theorem proving, we have developed a model for addressing formally inaccurate statements within a problem-solving context. Based on an error recognition and correction module, the model performs a conceptually-motivated error categorization and generates a suitable response.