[TYPES/announce] last CfP ThEdu'14 at CICM Coimbra

[Walther Neuper]

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                Last Call for Extended Abstracts & Demonstrations
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                                   ThEdu'14
                     TP components for educational software
                                 Wed.9. July 2014

                 (http://www.uc.pt/en/congressos/thedu/thedu14)
                                   at CICM 2014
                   Conferences on Intelligent Computer Mathematics
                           University Coimbra, Portugal
                     http://cicm-conference.org/2014/cicm.php
                                 co-located with
                                    ADG 2014
         10th International Workshop on Automated Deduction in Geometry
                            University of Coimbra, Portugal
                     http://www.uc.pt/en/congressos/adg/adg2014/
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THedu'14 Scope
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THedu is a forum to gather the research communities for computer
Theorem Proving (TP), Automated Theorem Proving (ATP), Interactive
Theorem Proving (ITP) as well as for Computer Algebra Systems (CAS)
and Dynamic Geometry Systems (DGS).
The goal of this union is to combine and focus systems of these areas
and to enhance existing educational software as well as studying the
design of the next generation of mechanised mathematics assistants.

Important Dates
---------------

      * Extended Abstracts:     25 May 2014
      * Author Notification:    08 June 2014
      * Final Version:          22 June 2014
      * Workshop Day:           09 July 2014

(https://www.easychair.org/conferences/?conf=thedu14)

ThEdu's aims
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address elements for next-generation assistants, which include:

   * Declarative Languages for Problem Solution: education in applied
   sciences and in engineering is mainly concerned with problems, which
   are understood as operations on elementary objects to be transformed
   to an object representing a problem solution. Preconditions and
   post-conditions of these operations can be used to describe the
   possible steps in the problem space; thus, ATP-systems can be used
   to check if an operation sequence given by the user does actually
   present a problem solution. Such "Problem Solution Languages"
   encompass declarative proof languages like Isabelle/Isar or Coq's
   Mathematical Proof Language, but also more specialised forms such
   as, for example, geometric problem solution languages that express a
   proof argument in Euclidean Geometry or languages for graph theory.

   * Consistent Mathematical Content Representation: libraries of
   existing ITP-Systems, in particular those following the LCF-prover
   paradigm, usually provide logically coherent and human readable
   knowledge. In the leading provers, mathematical knowledge is covered
   to an extent beyond most courses in applied sciences. However, the
   potential of this mechanised knowledge for education is clearly not
   yet recognised adequately: renewed pedagogy calls for enquiry-based
   learning from concrete to abstract --- and the knowledge's logical
   coherence supports such learning: for instance, the formula 2.Pi
   depends on the definition of reals and of multiplication; close to
   these definitions are the laws like commutativity etc. Clearly, the
   complexity of the knowledge's traceable interrelations poses a
   challenge to usability design.

   * User-Guidance in Step-wise Problem Solving: Such guidance is
   indispensable for independent learning, but costly to implement so
   far, because so many special cases need to be coded by
   hand. However, TP technology makes automated generation of
   user-guidance reachable: declarative languages as mentioned above,
   novel programming languages combining computation and deduction,
   methods for automated construction with ruler and compass from
   specifications, etc --- all these methods 'know how to solve a
   problem'; so, using the methods' knowledge to generate user-guidance
   mechanically is an appealing challenge for ATP and ITP, and probably
   for compiler construction.

   * Pedagogical strategies: Using TP technologies in learning
   environments call for strategies for linking and adapting the
   availble tools for specific educational needs and new methods for
   the management of mathematical knowledge capable of filling the gap
   between repositories and end-user system and new visual and/or
   natural language interfaces to allow the use of rigorous reasoning
   methods and tools.

   In principle, mathematical software can be conceived as models of
   mathematics: The challenge addressed by this workshop is to provide
   appealing models for mathematics assistants which are interactive
   and which explain themselves such that interested students can
   independently learn by inquiry and experimentation.



Submission
----------

We welcome submission of extended abstracts and demonstration
proposals presenting original unpublished work which is not been
submitted for publication elsewhere.

All accepted extended abstracts and demonstrations will be presented
at the workshop. The extended abstracts will be made available
online.

Extended abstracts and demonstration proposals should be submitted via
THedu'14 easychair (https://www.easychair.org/conferences/?conf=thedu14).

Extended abstracts and demonstration proposals should be no more than
4 pages in length and are to be submitted in PDF format. They must
conform to the EPTCS style guidelines (http://style.eptcs.org/).

At least one author of each accepted extended abstract/demonstration
proposal is expected to attend THedu'14 and presents his/her extended
abstract/demonstration.

Program Committee
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     Francisco Botana, University of Vigo at Pontevedra, Spain
     Roman Hasek, University of South Bohemia, Czech Republic
     Filip Maric, University of Belgrade, Serbia
     Walther Neuper, Graz University of Technology, Austria (co-chair)
     Pedro Quaresma, University of Coimbra, Portugal (co-chair)
     Vanda Santos, CISUC, Portugal
     Wolfgang Schreiner, Johannes Kepler University, Austria
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