17^{th} Conference on Intelligent Computer Mathematics

August 5 - 9, 2024

Montréal, Québec, Canada

CICM

Calculemus

MKM

DML

WiFM

FVPS

MathUI

Lurch

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General Information

Important Dates

Program Committee

Invited Speakers

Proceedings

Slides

Program

Registration

Travel Information & Accommodation

15th MathUI Workshop 2024
Mathematical User Interaction

at the Conference on Intelligent Computer Mathematics

Montreal, QC, Canada - Aug 9, 2024

Please join us at MathUI'24!

Program

Session 1: 10:30–12:00

10:30–11:00

Presentation (zoom) Takuya Kitamoto, Takeo Noda and Masataka Kaneko The use of HTML-based dynamic content for the learning of statistical test

11:00–11:30

Presentation Deepak Singh Kalhan and Stephen Watt A First Look at Chebyshev-Sobolev Series for Digital Ink

11:30–12:00

Short presentation + discussion round Yuta Teruya and Kazuhisa Nakasho Web Application for the MML Explanation

Session 2: 14:00–15:30

14:00–14:10

Short presentation Aurelius Adrian and Michael Kohlhase WOIDE: Semantic Annotation in MS Word - Scaling CICM Technology beyond LATEX

14:10–14:20

Short presentation Steve Kieffer Studying Steps

14:20–14:30

Short presentation Andrea Kohlhase and Michael Kohlhase Towards Automated Competency Estimation for Math Education – An Eye Tracking and Emotion Analysis Study

14:30–15:30

Discussion groups for the topics presented in this session.
Each discussion group consists of the presenter and a subset of the audience.
Discussion groups will be repeated with different subsets of the audience.
Multiple discussion groups will take place in parallel.
The details will be explained at the workshop (and depend on the audience size).

Scope

MathUI is an international workshop for discussing
how users can be best supported when interacting with mathematical
content, i.e., doing/learning/searching for/viewing/... mathematics using a
digital device. Use cases range from professional mathematicians trying
to prove a new theorem up to non-math-oriented people trying to
understand the math formula used to calculate interest rates.

What do we know about interactions between users and math?

Which mathematical services can be offered, and can they be
meaningfully combined?

How is mathematics for which purpose best represented?

What specifically math-oriented support or platforms are needed?

How can we exploit best practices concerning mathematics for better
math-user interactions?

Topics of Interest

We invite all
topics that care for the use of mathematics on digital devices and
its user experience, for instance,

user-requirements for math interfaces

novel mathematical interfaces

presentation formats

mobile-devices powered mathematics

cultural differences in practices of mathematical languages

didactically sensible scenarios of use

graphs as mathematical interfaces

spreadsheets as mathematical interfaces

manipulations of mathematical expressions

usability studies of mathematical interfaces

This workshop follows a successful series of workshops held at the
Conferences on Intelligent Computer Mathematics; it features
presentations of brand new ideas in papers selected by a thorough review
process, a wide space for discussions, as well as a software
demonstration session.

Continuous submission until
July 3rd, 2024
July 12th, 2024.
Early submission leads to early notification.

Other dates

Notification of acceptance: July 24th, 2024
(earlier notification for early submission).
Camera-ready version:
July 31st, 2024.

Contribution

5 - 12 pages (papers with less than 10 pages will be considered short papers in the proceedings)

Format

Authors should prepare their papers in the one column style of CEUR-WS
for the final version and without page numbers (template and sample papers).
Optionally illustrated by supplementary media such as video
recordings or access to demos.

Method of submission

Submission at easyChair
(https://easychair.org/my/conference?conf=mathui24).
We strongly recommend in-person presentation of accepted papers,
but online presentation is also available for those who are unable to attend in person.

The program committee will review the submissions whose comments and
recommendations will be sent back by July 23rd, requesting a final
version no later than July 29th.
Early submissions will receive earlier feedback.

Programme Committee

Abhishek Chugh, Sophize Foundation

Andrea Kohlhase, Neu-Ulm University of Applied Sciences

Dennis Müller, FAU Erlangen-Nürnberg

Fabian Huch, Technical University of Munich

Jan Frederik Schaefer (co-organizer), FAU Erlangen-Nürnberg

Kazuhisa Nakasho (co-organizer), Yamaguchi University

Considering digital ink as plane curves provides a valuable framework for various applications, including
signature verification, note-taking, and mathematical handwriting recognition. These plane curves can
be obtained as parameterized pairs of approximating truncated series (𝑥(𝑠),𝑦(𝑠)) determined by sampled
points. Earlier work has found that representing these truncated series (polynomials) in a Legendre or
Legendre-Sobolev basis has a number of desirable properties. These include compact data representation,
meaningful clustering of like symbols in the vector space of polynomial coefficients, linear separability of
classes in this space, and highly efficient calculation of variation between curves. In this work, we take a
first step at examining the use of Chebyshev-Sobolev series for symbol recognition. The early indication
is that this representation may be superior to Legendre-Sobolev representation for some purposes.

This paper reports on the development of a web application that hosts articles from the Mizar Mathematical
Library (MML). In this application, explanatory articles are written in Markdown notation,
and MathJax is used to render mathematical expressions and embed MML content within the articles.
This approach allows for the creation of structured explanatory articles, as opposed to the traditional
method of inserting annotations directly into a formalized library. The posted explanatory articles can
be referenced from the corresponding HTMLized MML page. Additionally, the hosting platform for this
application, emwiki, integrates a remote verification environment. This feature allows Mizar users to
develop libraries without needing to install the Mizar system and editor locally, enhancing convenience.
Our new application is embedded in emwiki, an integrated web platform developed to host the Mizar
Mathematical Library.

In the last years, we have seen methods from flexiformal mathematics be used for making documents
active, i.e. interactive and user-adaptive. The main limitation of e.g. learning assistant systems like ALeA
that use active documents is that they depend on the STEX framework – a semantical variant of LATEX
–. This requires the underlying domain model and the learning objects to be encoded in STEX specific
standards and be suitably annotated semantically to power the knowledge management algorithms that
drive active documents.
To accommodate authors of domains other than mathematics, physics, and computer science, where
LaTeX is commonplace, systems like ALeA must be scaled beyond those disciplines. We need to provide
ways of semantically annotating the respectively prevalent document formats; usually some flavor of
office suite.
For this we present the WOIDE plugin for MS Word, which allows to embed STEX-like semantic
annotations into MS Word documents as the most prevalent tool in practice. The main contribution of
this paper has been to find a way to persistently store annotations in the DocX file/object format and
build a minimally viable plugin.

With the wide-spread availability of high-speed internet, an HTML-based system is one of the most
promising options for mathematical software in this post COVID-19 era. While many web-based
software libraries are available for specific purposes, including ones for symbolic calculations and
dynamic visualizations, extra elaboration is needed to integrate their capabilities so that users can
perform mathematical activities on a single HTML content. Moreover, it seems that the realities and
benefits derived from the use of those systems have not yet been fully investigated. Especially in the
complex case of statistics learning, more precise knowledge about them will likely help maximize the
effect of using newly developed systems. This research is mainly concerned with the use of our newly
developed system for the learning of the 𝜓 2 test for independence. Through the comparative study of the
log of simulations, which learners performed on the HTML content between experimental and control
groups, it has been shown that some restrictions to the context of its use can have a large influence on
learners' thinking.

Students of mathematical proofs need to understand proof steps, both individually, and as they constitute a whole
proof. How can the steps be best presented, in order to facilitate study and comprehension? We examine different
ways of presenting and studying proof steps in the PISE software, and consider usability questions, including:
How should steps be arranged visually (list or layered layout), how should expansions be inserted (what we call
unified or embedded mode), what are the most usable ways to link proof steps to enrichments (including links to
original literature, narrative guides, and example exploration using a computer algebra system), and how should
students be supported in actively recording and reviewing their own progress, questions, and notes as they study.

Personalization relies on user models – representations of the user's competencies, preferences, and skills
to adapt the system behavior to optimize interaction. But the anticipated gain in productivity is offset
by the effort involved in collecting and maintaining said user model. This is particularly pronounced
in systems like ALeA (Adaptive Learning Assistant, https://courses.voll-ki.fau.de/), where the learner
models contain competency estimations for thousands of concepts among multiple dimensions – here
Bloom's learning levels.
In this paper we present an exploratory study design that tries to determine whether close visual
observation of learners can be used to elicit competency data automatically – a task human educators
perform routinely when teaching small groups of learners and adaptive learning systems should be
equipped to mimic – with the help of this study.

For inquiries, please contact:
Kazuhisa Nakasho, nakasho@yamaguchi-u.ac.jp
Jan Frederik Schaefer, jan.frederik.schaefer@fau.de