Knowledge-Based Model of Expert Systems Using Rela-Model

2018 ◽  
Vol 28 (08) ◽  
pp. 1047-1090 ◽  
Author(s):  
Nhon V. Do ◽  
Hien D. Nguyen ◽  
Ali Selamat
Keyword(s):  
High School ◽  
Formal Ontology ◽  
Problem Solver ◽  
Mathematical Foundation ◽  
High School Mathematics ◽  
Knowledge Model ◽  
Knowledge Domains ◽  
Knowledge Based ◽  
Solid Geometry ◽  
Theoretical Foundations

Knowledge about relations plays a crucial role in human’s knowledge. Different methods for representing this type of knowledge have been proposed. However, due to the lack of theoretical foundations, these methods cannot guarantee criteria in knowledge representation such as formality, universality, usability and practicality. They are not adequate to represent the knowledge domains in practice which have many components. Based on formal ontology approach, a knowledge model about relations, called Rela-model, is presented in this paper. It has the components such as concepts, relations between concepts, and rules. The concepts in this model consist of attributes, facts and rules of itself. Each object in a concept has also equipped its behavior to solve problems on it. The methods for solving problems based on Rela-model are also studied. The general problems on this model are the following: Given some objects and facts on them, determine the closure of set of attributes and facts on the objects or determine an object or consider a relation between the objects. The algorithms to solve problems are designed and their properties, such as finiteness, effectiveness, have also been proved. Besides the solid mathematical foundation, Rela-model also has a simple specification language which can effectively represent the knowledge, thus it can be used in many real situations. Our approach is also applied to build two systems: the intelligent problem solver about solid geometry in high school mathematics, and the expert system to diagnose diseases in diabetic microvascular complication.

Design an Intelligent System to automatically Tutor the Method for Solving Problems

2020 ◽  
Vol 12 (7) ◽  
Author(s):  
Hien D. Nguyen ◽  
◽  
Dung A. Tran ◽  
Huan P. Do ◽  
Vuong T. Pham ◽  
...  
Keyword(s):  
Knowledge Base ◽  
Public Administration ◽  
Real World ◽  
Intelligent Systems ◽  
Intelligent System ◽  
Intelligent Tutoring ◽  
Problem Solver ◽  
High School Mathematics ◽  
Knowledge Model ◽  
Real World Problems

Nowadays, intelligent systems have been applied in many real-word domains. The Intelligent chatbot is an intelligent system, it can interact with the human to tutor how to work some activities. In this work, we design an architecture to build an intelligent chatbot, which can tutor to solve problems, and construct scripts for automatically tutoring. The knowledge base of the intelligent tutoring chatbot is designed by using the requirements of an Intelligent Problem Solver. It is the combination between the knowledge model of relations and operators, and the structures of hint questions and sample problems, which are practical cases. Based on the knowledge base and tutoring scripts, a tutoring engine is designed. The tutoring chatbot plays as an instructor for solving real-world problems. It simulates the working of the instructor to tutor the user for solving problems. By utilizing the knowledge base and reasoning, the architecture of the intelligent chatbot are emerging to apply in the real-world. It is used to build an intelligent chatbot to support the learning of high-school mathematics and a consultant system in public administration. The experimental results show the effectiveness of the proposed method in comparison with the existing systems.

Using a Programmed Text to Provide an Efficient and Thorough Treatment of Solid Geometry Under Flexible Classroom Procedures

1967 ◽  
Vol 60 (5) ◽  
pp. 492-503
Author(s):  
O. Robert Brown
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Programmed Instruction ◽  
High School Mathematics ◽  
Solid Geometry

The UICSM Mathematics Project has long been concerned with the mathematics curriculum in today's secondary schools. Two areas of curriculum work were joined in producing the programmed solid geometry text under discussion. The content was developed from an Appendix of High School Mathematics, Unit 9 (UICSM, 1962) and an earlier UICSM unit on topics from solid geometry. The instructional procedure reflected findings of the UICSM Programmed Instruction Project (Brown, 1962 and 1964).

Some Considerations Appertaining to the Content of High School Mathematics

1934 ◽  
Vol 27 (1) ◽  
pp. 41-52
Author(s):  
Gordon R. Mirick
Keyword(s):  
High School ◽  
Point Of View ◽  
School Mathematics ◽  
First Year ◽  
Analytic Geometry ◽  
High School Mathematics ◽  
First Year Students ◽  
Mathematics Courses ◽  
Solid Geometry ◽  
The Subject

Recent years have witnessed a change in the content of courses in mathematics for the seventh, eighth and ninth grades. There has been a change not only in content but in the point of view in the teaching of the subject. A study of the mathematics courses offered to first-year students in our various colleges reveals two important changes. First, the elements of analytic geometry and of the calculus are introduced earlier, and second, there is much less emphasis on Euclidean solid geometry. Pupils who do not take this subject in high school often miss it in college, for the number of colleges offering a course in Euclidean solid geometry is fast diminishing.

What Mathemathical Knowledge and Ability May Reasonably be Expected of the Student Entering College?

1914 ◽  
Vol 6 (3) ◽  
pp. 158-165
Author(s):  
James N. Hart
Keyword(s):  
High School ◽  
School Principal ◽  
High School Principal ◽  
The Other ◽  
Mathematical Work ◽  
High School Mathematics ◽  
Slide Rule ◽  
Solid Geometry ◽  
Traditional Work ◽  
Commissioner Of Education

If we contemplate the numerous committee reports of this and other societies upon the teaching of arithmetic, algebra, and geometry, together with the excellent syllabi published by them, it would seem that our question has been so fully and definitely answered, that further discussion is uncalled for, if not almost impertinent. If, on the other hand, we turn to the series of papers presented before the Association of Teachers of Mathematics for the Middle States and Maryland last year and printed in the MATHEMATICS TEACHER for March and June of the present year upon the question, “What Mathematical Subjects Should Be Included in the Curriculum of the Secondary School,” it is very evident that the doctors still disagree. At one extreme we find a speaker, a college graduate, but not, according to his own confession, a mathematician, arguing that so few students are “mathematically minded” that it would be more profitable to limit high school mathematics to arithmetic and allow the few who reach college to elect algebra and geometry — if they have any remaining curiosity regarding mathematics. At the other extreme, a high school principal presents an “outline of mathematical work that should be required of every student in a general high school course,” including not only the traditional work in algebra and plane geometry, but solid geometry, trigonometry and applications of algebra to mechanics, science, economics, statistics, shop mathematics and the slide rule. And again, when we consider the propositions of the committee on articulation of the N. E. A. and those of the commissioner of education of the state of Massachusetts we realize that the question is not finally settled, and that we mathematicians will not be allowed to settle it by ourselves.

Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape

10.31355/12 ◽  
2017 ◽  
Vol 1 ◽  
pp. 063-071
Author(s):  
Agyei Fosu
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Traditional Approach ◽  
High School Education ◽  
Eastern Cape ◽  
High School Mathematics ◽  
Policy Makers ◽  
The Past ◽  
Integration Of Technology ◽  
Teaching Of Mathematics

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background................................................................................................................................................................................................. Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology................................................................................................................................................................................................. Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution................................................................................................................................................................................................. To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings...................................................................................................................................................................................................... The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners.......................................................................................................................................................... The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers........................................................................................................................................................... There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society....................................................................................................................................................................................... The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research........................................................................................................................................................................................... More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.

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