Abstract
One of the most important requirements of an intelligent tutoring systems for solving elementary problems in geometry is its ability to guide and follow a human learner. To achieve this task we assume that the teaching aid should operate in a way similar to the learner’s activity. Human learning is based on stepwise cumulative experiments. Therefore, we introduce a model of case-based reasoning — a special analogical reasoning paradigm — that keeps a trace of past experience, so that it can use it for solving new problems analogous to those already memorized. After defining criteria for assessing the analogy of two problems we describe the evolution of Long Term Memory in the tutoring system. This method endows the system with an “apprentice appearance” facilitating its adaptation to human learners.
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Chouraqui, E., Inghilterra, C. (1996). A Model of Case-Based Reasoning for Solving Problems of Geometry in a Tutoring System. In: Laborde, JM. (eds) Intelligent Learning Environments: The Case of Geometry. NATO ASI Series, vol 117. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-60927-5_1
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DOI: https://doi.org/10.1007/978-3-642-60927-5_1
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-64608-9
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