Artificial Intelligence and Education: Proceedings of the 4th International Conference on AI and Education, 24-26 May 1989, Amsterdam, Netherlands, Volume 4Dick Bierman, Joost Breuker, Jacobijn Sandberg IOS, 1989 - 339 pages |
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Page 12
... applying $ - ( - a ) = a $ , but also can see explicitly that it was applied . Otherwise , the application of two or three well - known operators ( invisibly ) can result in confusion . Values unknown are not explicitly used in the ...
... applying $ - ( - a ) = a $ , but also can see explicitly that it was applied . Otherwise , the application of two or three well - known operators ( invisibly ) can result in confusion . Values unknown are not explicitly used in the ...
Page 116
... Applied Problem Solving Rogers Hall Department of Information and Computer Science University of California , Irvine , CA 92717 Abstract This paper examines a central difficulty in " applied " mathematical problem solving : constructing ...
... Applied Problem Solving Rogers Hall Department of Information and Computer Science University of California , Irvine , CA 92717 Abstract This paper examines a central difficulty in " applied " mathematical problem solving : constructing ...
Page 117
... applied " problem solving is to represent the problem for routine procedural manipulation . Based on these findings , we design a language of " qualitative diagrams " in which an explicit representation of the dimensional structure of ...
... applied " problem solving is to represent the problem for routine procedural manipulation . Based on these findings , we design a language of " qualitative diagrams " in which an explicit representation of the dimensional structure of ...
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Abstract Abstract Interpretation actions algebra algorithm analysis Anderson applied approach architecture Artificial Intelligence behavior Blackboard COACH cognitive Cognitive Science components Computer Science concepts constraints construct correct described diagnosis diagrams dialogue discourse discovery learning discussion level domain knowledge dynamic instructional educational environment equation error evaluation example expert module expert system expertise explanation explicit feedback Figure flag tutor forward chaining function fuzzy goal granularity graphical hierarchy hypothesis Igoals implemented inference input instantiations instructional plan instructional planner Intelligent Tutoring Systems interaction interface interpretation knowledge base knowledge representation language learner lesson LISP programming manipulation mathematical misconceptions monitor node novice objects operators output performance problem solving procedures reasoning recursion represented rules schema selected semantic sequence simulation skills solution specific step structure student model subgoals subjects task teacher teaching troubleshooting tutorial strategy types understanding user model word problem XTRA-TE