Welcome To eds.activemath.org

We are a community forum, inviting exchanges between developers, authors, editors, users and appreciators of ActiveMath, an interactive and user adaptive learning environment, which makes contents available and invites new contents to be created and shared.

People on our website post questions to the forum, chat, or blog. The discussion and the content are about how to use ActiveMath and its authoring tools.

Happy reading and happy contribution.

Question: When I click on create a new book and request some of the possible topics I am presented with the following message: Problem detected: no items of your educational level found… course generation will fail. Is your educational level set correctly? Please check it and change it, if necessary: ( My User Data). What does it mean?

Answer:

The Semantic Web is not Restricted to Ontologies!

The semantic web is a nice strand. Something where AI should be able to do a huge job based on the massive knowledge spread around the web. Is it about AI or more generally machine processabiity? The last call for paper for the WWW conference actually broadened the semantic web track call to “Semantic / Data Web”.

I have created a collection “Essai”, and I would like to create a book “discover” with items of this collection (theorems, examples, exercises…). However, it is not possible: the answer is always “no items available” “go to users data to change your profile” (or something like that). Something must missing in the oqmath/omdoc files, but I do not know what… Many thanks for an answer!

Over and over the discussion of JSON vs XML (vs YAML…) appears: they are compared as languages to serialize object graphs. I may be old fashioned but I find there’s no valid reason for anything but XML.

Here’s a set claims in favor of JSON (or YAML it seems):

• JSON is more readable: I am sorry but I don’t find this true, being XML it’s much easier to know where parts start and end since end-tags are named. Most of the times the object graph is not sufficiently indented to recognize any structure hence readability only appears after you’ve tweaked a bit.

Translation tools are many… but what good are they? To my surprise, there’s always some folks that find a tool that sounds cute but then it never helps. Let me try to identify the hard questions of translations’ management:

• workflow of updates (by developers) and management of translators’ contributions
• recognizing context when translating phrases
• managing translation duties for documents and phrases

The fancy conclusion? No tool I’ve met really helps any except the management of duties and generally they do so by making completely impossible the others.

You know what?

A content-dictionary as can be found by tons on http://www.openmath.org/cd/ is mostly a social artifact. It’s a set of descriptions of symbols so that one can mean what others means.

It’s not really new that mathematical notation is made there to be abused so as to be most efficient for the current context. But I just met an extreme case:

In the OpenMath3 and MathML3-content efforts, we are polishing the description of symbols’ so that they can be common. Discussion about using linear syntax appears, of course, and an extreme case about the need for context was just posted by James Davenport:

I recently had a very simple request… soooo simple: our user just wishes to copy the formula from Mathematica (which can copy it in MathML) and paste it on something that does web.

I just went around and tried… SeaMonkey should support that in editor and reader: copy a piece of HTML with MathML and paste it, didn’t even work… my 1/x became a place full of nbsps in three lines!

Tim Bray indicates that almost all the legal impediments before an open-source java are cleared. Now this really means there might be, one day, a clean java, something that does cause headaches to distributions!

I much love the GNU Classpath license… really… as simple as that: do whatever you want to “link to it” but there rest is the GPL-full-land.

There’s a wind for more content construction in the ActiveMath group, with at least two projects at the University focussed on creating content (and a adapt platform and…). And MathML starts to play an important role there.

More and more, I cannot understand why the default subversion toolset exports logs in a format different than RSS.

And actually I have found one from codingmonkeys.de which I slightly polished.

Recently, Bob Matthews posted a mathtype trick, something that was not new to me, but something that struck me this time: you can, now, copy-and-paste from Wikipedia, shown in a current browser, into MathType (so into Word or PowerPoint).

Could eds.activemath.org please consider and explore a Mathematical User Interface(MUI) enabled as a service, in order to facilitate a somewhat more seamless integration of being able to input Mathematical content into Drupal, the currently chosen communication medium, or otherwise?

This video follows the task ma-1.

This task describes the simple input of a polynomial within the formulæ, their preview in the web-browser, and the usage of their added value presentation

We are pleased to announce that release 1.0 of ActiveMath is finally available.

ActiveMath 1.0 is a stabilization of years of ActiveMath development and a polish of most of its features. The highlights of this release are:

• New learner model SLM (Simple Learner Model)
• Slumb is now the default MBase
  • supports content reloading
  • improved error reporting for authors
• New languages for the user interface:
  • Français (French)
  • Magyar (Hungarian)
  • Čeština (Czech)
  • Nederlands (Dutch)
• Extended user help system
• Improved overall performance and stabilty

Paul,

Thank you very much for enabling the issue of LaTeX Into Active Math to take place at a LibreSource instantiation you have created.

The enhanced facilities you have made available will very well come in handy in the exploration of the issue.

Well done.

ActiveMath 1.0 is nearing completion and we are happy to announce the availability of the release candidate 1. It can be seen at: http://am-preview.activemath.org/.

This tasks explains how to download an extasy exercise into one’s own collection.

The Main Idea

The Omega Mathematical Assistant System offers a module dubbed the "OmegaTutor". It is basically an automated proof construction/proof checking framework based on Omega's Assertion Application Mechanism, which allows to build a proof interactively and semi-automatically, such that intermediate steps in the proof construction can be supplied by the user, and the proof is automatically updated (and possible gaps are filled in automatically). This allows to check the correctness of the proof steps suggested by the user within a particular proof exercise, similar to the work of a human tutor who is checking a student's proof. Furthermore, a granularity analysis module can be employed which additionally judges whether the step size of the student's steps is appropriate (from a cognitive/didactic point of view).

I am currently discovering Libresource, a forge focussed on sharing a set of sources. A first experience has been made with a non-technical user on the tentative komma content collection… very positive!

This video demoes the introduction of a new language into an OQMath file.

This page describes approaches to integrate the Combien combinatorics exercise system with the ActiveMath learning environment platform.

There seem to be quite a few people who create exciting and beautiful Mathematical documents and presentations, using LaTeX.

How can ActiveMath be utilized to transmogrify the documents into self-directed, interactive and adaptive web-based learning opportunities?

Thanks to the recruits and volunteers in ISAW (Internet Studies And Webportfolio) at Saint-Maurice’s High School in North-Lanark, Scotland, for participating in an initial pilot in helping to stress-test communication features of the online community forum.

The results are encouraging.

… is finally working… I’m pretty proud of it… undoubtedly, it’s the way to stimulate discovery of math input.

The question of storage of OMDocs keeps coming… why the hell do you, in ActivMath, use your own storage solution for OMDoc fragments and not one of the classical SQL or XML databases? Below is a short answer, helped by Eliotte Rusty Harold.

This tasks explains how to enrich the trivial interactive exercise with metadata so that the successful result provokes a mastery boost indicated by the mastery-bullets.

This tasks explains how to create a static exercise and see it.