Re: MathML and Digital Textbooks

Dear Adam,

if your background is on Artificial Intelligence you may be interested to
contact the Math-Bridge project  http://www.math-bridge.org . A long term
project leaded by DFKI (German Center for Artificial Intelligence).

Best regards,

Ramon Eixarch
Maths for More - WIRIS
www.wiris.com

ramon@wiris.com

twitter: twitter.com/wirismath/


2012/2/18 Adam Sobieski <adamsobieski@hotmail.com>

>  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.
> & gt; >
> > >
> > >
> > > 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 mult iple 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 ot her 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 accur
> acy
> > > 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=”lemma”>... </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 text book 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, Ωmega, 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
> &gt ; >
> > >
> > >
> > > 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 perta ining to upcoming
>
> > > capabilities and enhancements to features.
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > > Kind regards,
> > >
> > >
> > >
> > > Adam Sobieski
> > >
> >
>



-- 
Cordialment, Cordialmente, Best regards,

*Ramon Eixarch*
Maths for More - WIRIS
ramon@wiris.com
T  +34 932 804 805
M +34 649752179
twitter.com/eixarch
skype: ramoneixarch