Adapting Collaboratively by Ranking Solution Difficulty: an Appraisal of the Teacher-Learner Dynamics in an Exploratory Environment

The work approaches theoretical and implementation issues of a framework aimed at supporting human knowledge acquisition of mathematical concepts. We argue that the problem solving tasks to be carried out by a learner should be ordered according to the matching of two parameters: (1) human skill level and (2) solution difficulty. Both are formally defined… CONTINUE READING