W3C home > Mailing lists > Public > www-math@w3.org > February 2012

RE: MathML and Digital Textbooks

From: Adam Sobieski <adamsobieski@hotmail.com>
Date: Sat, 18 Feb 2012 04:31:08 +0000
Message-ID: <SNT138-W26A12DF65C78732763B1B2C5600@phx.gbl>
To: Paul Topping <pault@dessci.com>
CC: <www-math@w3.org>







Paul Topping,
 
Greetings.  Thank you for indicating the group Ebooks for Math and Science on LinkedIn.
 
I am an artificial intelligence research and development entrepreneur.  My research interests include educational applications of artificial intelligence and interactive human-like digital characters capable of both tutoring and working with users in science, technology, engineering and mathematics topics. I explore topics in intelligent tutoring systems, collaborative dialogue systems and mechanized mathematical assistants. Topics pertinent to the construction of such artifacts are interesting to me including, but not limited to, knowledge representation, logic and mathematical engines, reasoning and argumentation, natural language understanding, natural language generation, concept to prosodic speech, computer vision, and multimodal mixed-initiative dialogue systems. My LinkedIn webpage is at: http://www.linkedin.com/in/adamsobieski   Kind regards, Adam Sobieski > Subject: RE: MathML and Digital Textbooks
> Date: Fri, 17 Feb 2012 08:50:34 -0800
> From: pault@dessci.com
> To: adamsobieski@hotmail.com
> 
> Hi Adam,
> 
> I am also interested in these topics. I am not sure that the W3C Math mailing list is the best forum for discussing them. Your topics are also pretty broad. If I may be so bold to ask, who are you and who do you work for? You may also be interested in the group that I manage on LinkedIn called "Ebooks for Math and Science". In fact there are several groups on LinkedIn that are interested in the topics you list.
> 
> Paul Topping
> President & CEO
> 
> Design Science, Inc.
> "How Science Communicates"
> Makers of MathType, MathFlow, MathDaisy, MathPlayer, Equation Editor
> http://www.dessci.com
> 
> 
> 
> > -----Original Message-----
> > From: Adam Sobieski [mailto:adamsobieski@hotmail.com]
> > Sent: Thursday, February 16, 2012 7:02 PM
> > To: www-math@w3.org
> > Subject: MathML and Digital Textbooks
> > 
> > Math Working Group,
> > 
> > 
> > 
> > Greetings. I would like to introduce some topics for discussion
> > regarding mathematics, mathematics education, technology, the web and
> > digital textbooks.
> > 
> > 
> > 
> > Several nations currently have digital textbook programs underway
> > including, but not limited to, India, Singapore, South Korea and
> > Ukraine. Recently, the United States of America announced that it
> > intends to modernize its school equipment over the course of the next
> > five years.
> > 
> > 
> > 
> > Digital books and textbooks are applications of hypertext and MathML
> > technologies. While the current set of features are exciting to
> > educators and education theorists, a discussion of new features,
> > including numerous features specifically applicable to mathematics
> > education, is underway. Technical topics include: clipboarding, drag
> > and drop, handwriting recognition, multitouch, speech recognition and
> > synthesis, and widgets. Many contemporary research topics, previously
> > discussed in web-related and other contexts, can now be considered with
> > the important new usage scenarios of digital books and textbooks.
> > 
> > 
> > 
> > Mathematics and Clipboarding, Drag and Drop
> > 
> > 
> > 
> > Clipboarding and dragging and dropping mathematics, or content
> > including mathematics, is very useful and can be enhanced by means of
> > the content layer of MathML. We can envision college students dragging
> > and dropping content between digital textbooks, mathematics or
> > engineering software, and document authoring software, possibly even
> > between tablet and desktop computers in their work areas.
> > 
> > 
> > 
> > Some new features for clipboarding and drag and drop, in general,
> > include provenance for interoperability with document authoring
> > software where conveniences for users are provided pertaining to
> > content motion, citations and reference sections.
> > 
> > 
> > 
> > Mathematics and Handwriting Recognition
> > 
> > 
> > 
> > Handwriting recognition is an interesting input technique for
> > mathematics on computers. Presently, some web-based projects make use
> > of the <canvas> element for handwriting recognition. In theory, either
> > <canvas> or <input> elements can connect to platform handwriting
> > recognition components. While applications already exist that can
> > output MathML from recognized handwriting, topical are means of doing
> > so for webpages and for digital books and textbooks.
> > 
> > 
> > 
> > Providing contextual information to recognition components can enhance
> > handwriting recognition results. Handwriting recognition, or speech
> > recognition, in digital mathematics textbooks, can facilitate exercises
> > or quizzes beyond multiple choice formats. The input of free-form
> > mathematics on computers can be convenienced by handwriting and speech
> > recognition technologies.
> > 
> > 
> > 
> > Mathematics and Multitouch
> > 
> > 
> > 
> > Multitouch has applicability to mathematics. Beyond writing with a
> > fingertip or stylus, users can tap upon and zoom onto math equations
> > using the spread gesture, possibly opening contextual or equation-
> > specific content. With multitouch gesture recognition, mathematics
> > equations and objects on webpages and in digital books and textbooks
> > can have multiple navigational dimensions such as tapping and
> > spreading.
> > 
> > 
> > 
> > Mathematics and Speech Recognition, Synthesis
> > 
> > 
> > 
> > Speech recognition and synthesis are other interesting areas of
> > research and with regard to mathematics. In EPUB3, Pronunciation
> > Lexicon Specification (PLS), Synchronized Multimedia Integration
> > Language (SMIL), and Speech Synthesis Markup Language (SSML) are
> > utilized. Elements of HTML and MathML can be indicated in SMIL and/or
> > annotated with SSML. For purposes of visually synchronizing document
> > content with playback of an audio overlay, EPUB3 provides a
> > publication-specified CSS3 class name, with a default being -epub-
> > media-overlay-active.
> > 
> > 
> > 
> > As with handwriting recognition, providing contextual information can
> > enhance speech recognition results. Such contextual information can be
> > from the metadata of websites, webpages, article elements, document
> > elements, or specifically <input> elements. Speech recognition accuracy
> > can be enhanced by contextual information and upcoming technologies can
> > be enhanced by speech recognition components which, like handwriting
> > recognition, include modes for outputting text and MathML.
> > 
> > 
> > 
> > Mathematics and Document Structure
> > 
> > 
> > 
> > A role attribute exists for accessibility, device adaptation, server-
> > side processing, and complex data description. Similarly, in EPUB3, a
> > type attribute exists. Such attributes can allow secondary structure to
> > be indicated on XML trees. Beyond complex data description, such
> > attributes can enhance search and navigation. Examples include
> > mathematics proofs and arguments, the structures of which can be
> > indicated using such attributes.
> > 
> > 
> > 
> > <math role=ĦħlemmaĦħ>...</math>
> > 
> > 
> > 
> > Mathematics and Proof and Argumentation
> > 
> > 
> > 
> > While the previous topic indicates that the structures of proofs and
> > argumentation can be annotational atop hypertext, digital books and
> > textbooks can also include data files while making use of client-side
> > computation to render resulting hypertext content. In such files, the
> > discussion text can be as annotational and client-side computation can
> > output sections of hypertext and mathematics from the data files.
> > Advantages include the automatic adaptation of navigation options when
> > new content files are added, including navigation of multiple
> > discussions of multiple mathematical proofs. Where ink and paper
> > textbooks ordinarily provide a sequence of discussion and reasoning, a
> > digital textbook can provide students multiple parallel routes of
> > discussed proofs and argumentation.
> > 
> > 
> > 
> > With regard to argumentation, there exist an Argument Interchange
> > Format (AIF), Argument Markup Language (AML) and Legal Knowledge
> > Interchange Format (LKIF). In addition to those are formats that
> > accompany automated reasoning software, such as HOL, Mizar, PVS, Coq,
> > Otter/Ivy, Isabelle/Isar, Alfa/Agda, ACL2, PhoX, IMPS, Metamath,
> > Theorema, Lego, Nuprl, §Ùmega, B method, and Minlog.
> > 
> > 
> > 
> > In August of 2011, at the 23rd International Conference on Automated
> > Deduction, the first PxTP workshop discussed ideas about formats and
> > data exchange for mathematical proofs and argumentation.
> > 
> > 
> > 
> > Mathematics and 3D Interactive Visualization
> > 
> > 
> > 
> > Digital textbooks can include 3D interactive graphics for mathematical
> > concept introduction and visualization. MathML, possibly with
> > annotational XML, can be an input format for general-purpose
> > visualization applets or widgets. Such applets or widgets can
> > additionally make use of cascading stylesheets computed styles for
> > specific <object> elements in hypertext.
> > 
> > 
> > 
> > Discussion
> > 
> > 
> > 
> > Each contemporary research and development topic indicated can enhance
> > the web as well as digital books and textbooks. Entirely new techniques
> > for authoring mathematics textbooks may result from upcoming new uses
> > of technology in classrooms. In addition to the exciting capabilities
> > and features that already exist, are topics pertaining to upcoming
> > capabilities and enhancements to features.
> > 
> > 
> > 
> > 
> > 
> > 
> > 
> > Kind regards,
> > 
> > 
> > 
> > Adam Sobieski
> > 
> 


 		 	   		  
Received on Saturday, 18 February 2012 04:31:39 GMT

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