Curriculum Vitae for Alison Peaseh-index 18, i10-index 29, citations 1014.

Nationality: BritishOccupation: Senior Lecturer in ArgumentationAddress: School of Science and Engineering, University of Dundee, Dundee, DD1 4HN, UKNI number: NX 56 87 05 ATel: +44 (0)1382 385596Fax: +44 (0)1382 385509 [FAO: Dr Alison Pease]Email: A.Pease@dundee.ac.ukWebpages http://staff.computing.dundee.ac.uk/alisonpease/

I am a Senior Lecturer in Argumentation in the School of Science and Engineering at the Universityof Dundee.

Academic experience

2013 - current: Lecturer/Senior Lecturer in Argumentation, School of Science and Engineer-ing, University of Dundee.

2012 - 2013: Research Associate, Computational Creativity Theory, Department of Com-puting, Imperial College London.

2012 (6 months): Lecturer on Ludic Computing course, Department of Computing, ImperialCollege London.

2011 - 2013: Research Associate, Crowdsourced Math Project: Doing Mathematics on theWeb, Department of Computer Science, Queen Mary, University of London.

2007 - 2011: Research Associate, A Cognitive Model of Axiom Formulation and Reformula-tion with Applications to AI and Software Engineering, School of Informatics,University of Edinburgh.

2004 (6 months): Research Associate, Theorem Modification Programme, School of Informatics,University of Edinburgh.

2000 - 2007: PhD in Artificial Intelligence, School of Informatics, University of Edinburgh.Thesis on A Computational Model of Lakatos-style Reasoning. Supervised byAlan Smaill, John Lee and Simon Colton.

1999 - 2000: MSc in Artificial Intelligence, Department of Artificial Intelligence, Universityof Edinburgh. Thesis on An Investigation into Philosophical Dialectic.

1998- 1999: PGCE in Post Compulsory Education and Training; specialism Mathematicsto all levels and Philosophy to A level; University of Greenwich.

1996 - 1998: Mathematics teacher, Hampton School, Jamaica.1995 - 1996: Philosophy teacher, North Area College, Stockport.1991 - 1995: MA in Mathematics and Philosophy; Dissertation on Set Theory: The Exact

Science of the Infinite and Utilitarianism: For and Against; University ofAberdeen.

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Teaching activities

Courses delivered

• Research Methods: MSc. course (University of Dundee, 2013 - current).

• Argumentation and Computers – Tools for Arguing and Critical Thinking: 1st year Honscourse (University of Dundee, 2013 - current).

• Users and Interfaces; 2nd year Hons course (University of Dundee, 2018 - current.)

• Introduction to Web Authoring: 1st year Hons course (University of Dundee, 2014 - 2018.)

• Introduction to Data Structures and Algorithms: 1st year Hons course (University of Dundee,2014 - 2016)

• Human Computer Interaction and Usability Engineering: 3rd year Hons course and MSccourse (University of Dundee, 2014 - 2016).

• Ludic Computing: 3nd year MEng. course and MSc. course (Imperial College London, 2012- 2013).

• Informatics and Philosophy: Tutor, demonstrator and marker (School of Informatics, andSchool of Philosophy, Psychology and Language Sciences, University of Edinburgh. 2003 -2007).

Post-graduate supervision

First supervisor for:

Dominic De Franco (2017 -2021). University of Dundee. Personalised Persuasion Systems inHealthcare Domains. Co-supervised with Prof. Chris Reed.

Chris Warburton (2015 - 2019). University of Dundee. Machine Learning for Theory Formation.Co-supervised with Prof. Stephen McKenna.

Meenakshi Kesavan (2015 -2019). University of Dundee. A Computational Model of Concept-blending in Indian Music (MPhil). Co-supervised with Dr. Ekaterina Komendantskaya.

Assistant supervisor for:

Athanasios Nathanail (2018-2022). Heriot-Watt University. Automated Theory Formation in Ge-ology. Co-supervised with Dr Daniel Arnold (1st).

Lee Cheatley (2016-2020). University of Dundee. Moving On: Using Computational Creativity toRepresent Interpersonal Relationships and their Endings. Co-supervised with Prof. Wendy Moncur(1st).

Daniel Raggi (2011 - 2016). University of Edinburgh. Re-representation for Problem Solving inMathematics. Co-supervised with Prof. Alan Bundy (1st) and Dr Gudmund Grov.

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Flaminia Cavallo (2011 - 2013). Imperial College London. A Constructive Theory of AutomatedIdeation. (MPhil). Co-supervised with Prof. Simon Colton (1st) and Dr John Charnley.

I supervise a range of MSc and Undergraduate Honours projects - around 6 in total per year.

PhD Examinations

Examiner for the following PhD theses:

Anna Jordanous: Evaluating Computational Creativity: A Standardised Procedure for EvaluatingCreative Systems and its Application. Music Informatics Research Centre/Creative Systems Lab,Department of Informatics, University of Sussex (22nd March, 2012). External examiner.

Gerard Vincent Alfred Rendell: An Integrated Modeling Framework for Concept Formation: De-veloping Fraction-sense, A Partial Resolution of the Learning Paradox. School of Computing andInformation Systems, Kingston University (13th September, 2012). External examiner.

Mathilde Janier: Dialogical Dynamics and Argumentative Structures in Dispute Mediation Dis-course. School of Science and Engineering, University of Dundee (9th June, 2017). Internal exam-iner.

Grants

Successful funding applications:

1. SC1-PM-15-2017 769553 £475,500 to Dundee. (e 3.704m. total) (2017 - 2020) “Council ofCoaches” H2020. Personalised coaching for well-being and care of people as they age. Across7 sites: PI for the University of Dundee. Working with Deborah Wake and Nicolas Conwayin Medicine, and an unnamed PhD student and Mark Snaith as PDRA in Computing. TheCouncil of Coaches partners are University of Twente (Coordinators), Roessingh Researchand Development, The Danish Board of Technology Foundation, Universite Pierre at MarieCurie, University of Dundee, Universitat Politecnica de Valencia, Innovation Sprint.

2. EP/P017320/1 First Grant £124,934 (May, 2017 - October, 2018). “Example-driven machine-human collaboration in mathematics”. PI, also funding a PDRA for 12 months.

3. CP-FP-INFSO 611553. £44,202 to Dundee (e 2.89m. total). (2013 - 2016). “COINVENT:Computational Concept Theory”. PI for the University of Dundee. Joint STREP (FP7-ICT-2013-10) proposal between Aristotle University of Thessaloniki; IIIA-CSIC Barcelona;University of Dundee, Goldsmiths College, University of London; University of Osnabruck;University of Bremen; and the University of Edinburgh.

4. SICSA Distinguished Visitor, on behalf of Prof. Marie-Francine Moens £1730. (2014)

5. Carnegie Undergraduate Vacation Scholarship £1350. (2016). Funding for Dominic De Francoto carry out work on the project: “Utilising crowdsourcing and technology to improve diet,food expenditure and meal preparation time”.

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6. SICSA education short theme bid. £300. (2014-2015). SICSA funding for 6 outreach panelsessions in local schools in Dundee: Natalie Coull, Patricia Dello Sterpaio, Alison Pease, JuneJelly – STEM school roadshow pilot study.

7. e-Science mini-theme proposal. £43,581.50. (December, 2010). “A computational creativitycollective”. Proposal to the National e-Science Centre - awarded full costs for exploratoryand follow-up workshops at the Institute.

8. EP/F035594/1. £514,047 to University of Edinburgh. (2008 - 2011). Lead-author, named RAfor University of Edinburgh, Project Coordinator. “A Cognitive Model of Axiom Formulationand Reformulation with Application to AI and software engineering”. (The “Wheelbarrow”Project.) I was primarily responsible for writing and coordinating the successful EPSRCgrant proposal, and was an RA for the University of Edinburgh. This was a joint projectwith Imperial College London (£77,901) [EP/F036647] and Heriot-Watt University (£74,143)[EP/F037058]. Total FEC £666,091.

9. AH/J003069/1. £42,274.70 (2011 - 2014). On management panel. “Mathematical Cultures”.A Research Networking grant to fund a series of meetings on mathematical cultures, led byBrendan Larvor, University of Hertfordshire

Unsuccessful funding applications:

1. EPSRC Responsive Mode – “Automated Pitch Generation” (Joint with Goldsmiths, Uni-versity of London). Total value to Dundee £451,074. Submitted Sept, 2017. Pease to leadproject and be PI at Dundee.

2. Outline grant proposal – “Co-notes: Intelligent tools for creative thinking” in EPSRC’s“Cross-Disciplinarity and Co-Creation in ICT Research” call. £328,522 to go to Dundee(fEC). Submitted June, 2017. Joint proposal with The Edinburgh College of Art and theSchool of Philosophy, Psychology and Language at the University of Edinburgh, Computingat the University of Dundee and the Faculty of Science, Technology, Engineering and Mathsat the Open University: Dave Murray-Rust to lead; Pease PI at Dundee.

3. Outline grant proposal “Computational Ownership in Post-Generative Content Creation” inEPSRC’s “Content Creation and Consumption in the Digital Economy” call: £398,072 to goto Dundee (fEC). Submitted July, 2016. Joint proposal with The MetaMakers Institute atthe University of Falmouth: Alison Pease (PI at Dundee) and Simon Colton (Prof. DigitalGames Technology and Computational Creativity, ERA Chair and EPSRC Leadership Fellow,Falmouth) (PI at Falmouth) to lead.

4. EP/K015710/1. £1,330,878.40. Co-author, named RA. Submitted September, 2012. “EC-STASY: e-Scientific Computer Science Theory Associative Systems”. Working TogetherAcross ICT. Pease (named RA for Queen Mary, University of London). Three year jointproject with the University of Manchester (joint reference N1663901).

5. Education Research Fellowships. £105,677. Sole author. Submitted March, 2011. Short-listed. “Thinking like a physicist: A new generation of software for a new generation ofphysicists”. 2 year Royal Society Fellowship, to be carried out at the University of Edin-burgh.

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6. FP7-ICT-2011-C (call number). e 763,609. Co-author, named RA. Submitted December,2010. “The Mechanisms of Abstract Thinking: MATH”. Joint proposal with the Universityof Osnabruck, IIIA-CSIC Barcelona, the University of Edinburgh, New Bulgarian Universityand the University of Cambridge. Pease named RA on this short proposal to the ICT FETOpen Call in 2010.

Invited talks

I have given over 70 conference talks. In addition, I have given (mostly expenses paid) invited talksat the following:

• Methodological Approaches in the Study of Recent Mathematics – First Networking Confer-ence of the Forcing Project, University of Konstanz, September, 2018

• Mathematical Collaboration, St Andrews, April 2018

• Cybernetic Serendipity Reimagined (Symposium Keynote Speaker), AISB, April 2018

• Enabling Mathematical Cultures, Oxford University, Dec 2017

• A programme on Big Proof at the Isaac Newton Institute for Mathematical Sciences in Cam-bridge during the period Mon 26th Jun 2017 to Fri 4th Aug 2017 (Visiting Fellow).

• Edinburgh International Science Festival, April 2017, at a session on Computational Creativ-ity

• Summer School on Creative Cognition: Evolutions, Processes, Applications. Central Euro-pean University, Budapest. July, 2017

• Workshop on Psychology of Creativity, Napier University, 2017

• The American Association for the Advancement of Science AAAS 2016 Symposium on Massively-Collaborative Global Research in Mathematics and Science (2016);

• Euro Open Science Forum (EOSF), “Human creativity versus creative machines” InteractiveRound Table (2016), alongside fellow panelists Amilcar Cardoso, University of Coimbra, Por-tugal; Pablo Gervas, Complutense University of Madrid, Spain; Tanja Urbancic, Universityof Nova Gorica, Slovenia; and Tony Veale, University College Dublin, Ireland.

• Workshop on Cultures of Mathematical Research Training, organised by the “InternationalUnion for the History and Philosophy of Science” (lead organization) and “InternationalMathematics Union” and the “International Commission on Mathematical Instruction” (sup-porting organizations). University of Hamburg on 13-14th June, 2015.

• Keynote speaker: Cultures of Mathematics 2015, New Delhi, India (2015);

• Keynote speaker: International Workshop on Logic and Philosophy of Mathematical PracticesStrategic Research Project, Center for Logic and Philosophy of Science at Free UniversityBrussels (2014 - had to cancel due to bereavement)

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• Summer School in Argumentation at the University of Dundee (2014);

• Loughborough University (2014);

• Whitehead lecture, Goldsmiths, University of London (2013);

• University of Birmingham (2013);

• University of Sussex (2013);

• PhilMath Intersem 2012, Universite de Paris (2012);

• Queen Mary, University of London (2008);

• Imperial College London (2007);

• University of Bath (2007).

Research Community Service

Guest editor (with Benedikt Lowe and Ursula Martin) on a Synthese Special Issue ‘Enabling math-ematical cultures’ (forthcoming).

Co-organiser of Scottish Theorem Proving seminars (2019-current).

Joint Programme Chair for the Eighth International Conference on Computational Creativity(ICCC 2017), at the Georgia Institute of Technology, Atlanta, Georgia, USA, from June 22ndthrough June 25th, 2017. The event team, including Pease, also organised affiliated workshops,tutorials, and a doctoral student consortium (Pease was Co-Chair), on June 21st, 2017. Around120 delegates attended the conference.

Co-Organiser of the AISB Members Workshop VII: Serendipity Symposium at St Mary’s Universityon June 15th, 2017. http://ccg.doc.gold.ac.uk/serendipitysymposium/

Co-organised SICSA Women in Computing Research, University of Dundee, UK, 19th February2016, with Katya Komendantskaya and Wendy Moncur.

Theme Leader for SICSA theme Supporting and Recruiting Women in Computing (jointly withIshbel Duncan).

Deputy Treasurer for the International Association of Computational Creativity (2014 - current).

Secretary for the International Association for Computational Creativity (2010 - 2015).

Member of Steering Committee for the International Association of Computational Creativity (2010- current).

Member of Senior Program Committee for the International Conference on Computational Cre-ativity (2010 - current).

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Co-chair (with Alan Smaill and Markus Guhe) of the Symposium on Mathematical Practice andCognition, held at the 2010 Annual Convention of the Society for the Study of Artificial Intelligenceand Simulation of Behaviour (AISB).

Co-chair (with Brendan Larvor) for the Symposium on Mathematical Practice and Cognition II,held at the AISB/IACAP World Congress 2012.

Guest editor (with Alan Smaill and Markus Guhe) on a special issue of Topics in Cognitive Science,on Mathematical Practice and Cognition (forthcoming).

Joint Programme Chair for the Second and Third Joint International Workshops on ComputationalCreativity, at IJCAI, 2005 and ECAI, 2006.

Member of the Programme Committee for the Computational Creativity series of workshops 2004– 2009.

Member of the Programme Committee for the AI and Creativity in Arts and Science series in 2002and 2003.

Member of the Programme Committee for the Automatheo series in 2009 – current.

Member of the Organising Committee for the II International Conference on Music and ArtificialIntelligence, 2002.

I’ve been on numerous panels: a snapshop from 2017 includes Psychology of Creativity: Build-ing Skills Impact and Collaborations (Napier University, May, 2017); CIAO workshop on researchinto automating mathematical reasoning (University of Edinburgh, May, 2017) Serendipity in aComputational Context (AISB, June 2017, Queen Margaret); Discovery and Computational Cre-ativity (ICCC-17, Georgia Institute of Technology, June 2017); How to get a PhD in CC (DoctoralSymposium at ICCC, June 2017, Georgia Institute of Technology).

I review for a wide range of national and international conferences, journals and funding bodies.

Administrative Duties

1. School Disability Officer (2016 - current)

2. School Officer for Equality and Diversity (2016)

3. Member of School Ethics Committee (2014 - current)

4. Member of Athena Swan SAT (2014 - current)

5. Student Advisor (2014 - current)

6. Programme Director (BSc Computing Science) (2016 - current)

7. Stood for and served on Senate (2013-2015)

8. Member of Research Committee (2016 - current)

9. Member of Teaching and Learning Committee (2014 - current)

10. Member of the Quality Management Group (2013 - current)

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Personal and Professional Development

I have completed the following courses:

1. Security Awareness Training (2018)

2. NHS Tayside Health Behaviour Change Level 1 (2018)

3. Disability Support Training Session (2017)

4. EPSRC ICT Theme Early Career Workshop (2017)

5. Coaching: how to get the best out of people (2017)

6. School Research Ethics Training Workshop (2017)

7. Advisor of Studies Forum (2017)

8. Leading, Managing and Developing a Research Team (2016)

9. Developing Effective Relationships in PG Supervision at Doctoral Level (2016)

10. Unconscious Bias Seminar (2016)

11. Workshop on Staff Working in a Supervisory Capacity (2014)

12. Stress in the Workplace (2014)

13. Diversity in the Workplace (2014)

14. A Manager’s Guide to Stress (2014)

15. Disability (2014)

16. Diversity in Learning and Teaching (2014)

Outreach

I am passionate about outreach and have developed and delivered a number of workshops, lessonplans and career talks aimed at describing informatics research to school children. I have workedwith Lamda Jam in staging the First Lego League: I hosted a 12 team tournament in Dundeein December 2016, and co-hosted an 8 team tournament in Dundee in 2015-2016. I have furtherassisted Lamda Jam in re-introducing the event to Scotland during the annual tournaments atthe University of Edinburgh since 2013 and at Strathclyde University in 2017. Arrangements arecurrently underway for sponsoring a widening access Lego League team.

I ran a Destination Dundee workshop (June, 2018).

I organised a robotics workshop at the Royal Blind School, Edinburgh (April, 2018).

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I was interviewed on Inspiration 4 Teacher’s podcast 93: Season 5 (June 2017)http://inspiration4teachers.com/computational-creativity-what-artificial-intelligence-can-teach-us-about-creativity/

I gave a presentation at Alumni Day (May, 2017).

I have assisted at various Open Days.

I was on the organising team for the Strathmore Trophy, held at the University of Dundee in 2016.

I delivered workshops on AI and Games to Dysart Elementary Primary School (2017), Sgoil Liona-cleit on Benbecula (2014) and Castlebay Community School on Barra (2014), reaching a total ofaround 140 school students ranging from 8 - 15 year olds.

I have completed two programs as Researcher in Residence (a week in Stromness Academy (April,2009), and a week in Portree High School (April, 2009)), and independently secured funding for,organised and delivered outreach programs to 6 primary and high schools (Campbeltown GrammarSchool, Islay High School, Lochgilphead High School, Tiree Primary/High School, Tobermory HighSchool, and Stornoway Primary School). I had a stall at the Hebridean Science Festival (March,2011), as well as an exhibition for two consecutive years of the Edinburgh Science Festival (April2006, April 2007).

One example of a workshop I developed uses a robot arm which can play Connect 4, built by PaulCrook, to demonstrate aspects of proprioception, sensing, movement and rational thought. I havedelivered this workshop to nearly 1,000 school pupils in 9 schools, and an abridged version to 3science festivals. I have also prepared and delivered workshops on analogical reasoning in science,as well as perception in mathematics (each to around 500 pupils). I have very positive feedbackforms on these workshops, completed both by the class teacher and the pupils.

I have worked with Morna Findlay, the School Liaison Officer at the School of Informatics, Uni-versity of Edinburgh, and she incorporated many of my ideas into her own work in promotinginformatics. I also have good links with members of the Science Communication and EducationGroup at the University of Edinburgh, led by Professor Mary Bowne. In particular, I have workedclosely with Dr Cathy Southworth, Communications and Outreach Manager, during the develop-ment and delivery of these programs, and have aided her during workshops she has delivered ongenetics as part of the Gene Jury project. Apart from two paid jobs at the Edinburgh Science Fes-tival (April 2006, April 2007), this has all been undertaken voluntarily and in addition to researchduties. References from both Morna Findlay and Cathy Southworth are available.

I took part in 2012 in a science engagement training event led by Tom Pringle (aka Dr Bunhead):“Too hot to handle?”, which involved developing skills and techniques for presenting science to ayoung audience, and a video recording session where researchers filmed short pieces for a scienceseries on schools’ intranet Glow. I have also completed a course on science journalism, and anotheron science communication in schools (all held at the University of Edinburgh).

My work has featured prominently in a New Scientist article: Rise of the Robogeeks, Michael Brooks.New Scientist 2697, March 3rd 2009; and there is a Wikipedia page on Colton’s HR software, whichdescribes my HRL system (http://en.wikipedia.org/wiki/HR %28software%29).

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I am keen to promote women in computing and am always mindful about the Gendered ConferenceCampaign in my organisational work, particularly through my leadership position in ComputationalCreativity. I was on the panel at Women in STEM: A little more action (Napier University, May2018), and the panel at Women in Technology: Tackling the Technology Gender Gap Together(University of Strathclyde, March 2017). I have also attended several Scottish Hoppers and GirlGeek Scotland events.

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List of publications

Journal articles (refereed)

1. Joseph Corneli, Ursula Martin, Dave Murray-Rust, Gabriela Rino Nesin and Alison Pease.Argumentation theory for mathematical argument. Argumentation 1-42. Springer Nether-lands. https://doi.org/10.1007/s10503-018-9474-x (Jan 2019)

2. Pease, Alison, Andrew Aberdein and Ursula Martin. Explanation in mathematical conver-sations: an empirical investigation. Philosophical Transactions of the Royal Society A (toappear). DOI 10.1098/rsta.2018.0159 (2018)

3. Pease, Alison, Katarzyna Budzynska, John Lawrence, Chris Reed, Joseph Corneli. Lakatos-style collaborative mathematics through dialectical, structured and abstract argumentation.Artificial Intelligence, 246, p. 181-219. Elsevier Science Publishers Ltd. Essex, UK (2017)

4. Reed, Chris, Katarzyna Budzynska, Rory Duthie, Mathilde Janier, Barbara Konat, JohnLawrence, Alison Pease, and Mark Snaith. The argument web: an online ecosystem of tools,systems and services for argumentation. Philosophy and Technology. 30, 2, p. 137-160 (Jun2017)

5. Aberdein, Andrew, Alison Pease, Ursula Martin. An Empirical Investigation into Explana-tion in Mathematical Conversations. (Under Review for Erkenntnis, Springer (Netherlands),submitted March 2017)

6. Martinez, Maricarmen, Ahmed M. H. Abdel-Fattah, Ulf Krumnack, Danny Gmez-Ramrez,Alan Smaill, Tarek Besold, Alison Pease, Martin Schmidt, Markus Guhe and Kai-Uwe Kuhnberger.Theory blending: extended algorithmic aspects and examples. Annals of Mathematics andArtificial Intelligence. pp. 1-25 (2016) (DOI: 10.1007/s10472-016-9505-y)

7. Raggi, Daniel, Alan Bundy, Gudmund Grov, Alison Pease. Automating Change of Represen-tation for Proofs in Discrete Mathematics (Extended Version). Journal of Mathematics inComputer Science. DOI 10.1007/s11786-016-0275-z (2016)

8. Besold, Tarek, Maricarmen Martinez, Ulf Krumnack, Alan Smaill, Martin Schmidt, AhmedM. H. Abdel-Fattah, Helmar Gust, Kai-Uwe Kuhnberger, Alison Pease and Markus Guhe.Algorithmic Aspects of Theory Blending. Annals of Mathematics and Artificial Intelligence(AMAI) Special Issue on 12th International Conference on Artificial Intelligence and SymbolicComputation (AISC), 2014. LNCS vol. 8884, p. 180-192. Springer, 2014 (DOI: 10.1007/978-3-319-13770-4 16)

9. Llano, Teresa, Andrew Ireland and Alison Pease (2014) Discovery of Invariants through Au-tomated Theory Formation. Journal of Formal Aspects of Computing, March 2014, Volume26, Issue 2, pp 203 - 249, 2014. 10.1007/s00165-012-0264-1.

10. Pease, Alison, Simon Colton and John Charnley (2014) Automated Theory Formation: TheNext Generation. The International Federation for Computational Logic (IFCoLog) JournalProceedings in Computational Logic, Special Issue on Theory Exploration, 2014.

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11. Pease, Alison, Markus Guhe and Alan Smaill (2013) Developments in Research on Mathe-matical Practice and Cognition. Topics in Cognitive Science Volume 5, Issue 2, pp. 224 –230, April 2013.

12. Pease, Alison and Andrew Aberdein (2011). Five theories of reasoning: Inter-connectionsand applications to mathematics. Logic and Logical Philosophy, 20:1-2, pp. 7-57. NicolausCopernicus University Press, Torun, Poland.

13. Guhe, Markus, Alison Pease, Alan Smaill, Maricarmen Martınez, Martin Schmidt, HelmarGust, Kai-Uwe Kuhnberger and Ulf Krumnack (2011). A computational account of con-ceptual blending in basic mathematics. Cognitive Systems Research, Volume 12, Issues 3-4,September-December 2011, pp. 249–265.

14. Pease, Alison, Alan Smaill, Simon Colton, John Lee (2009). Bridging the gap between argu-mentation theory and the philosophy of mathematics. Foundations of Science, March 2009,Volume 14, Issue 1-2, pp. 111–135. Springer Netherlands

15. Pease, Alison, Alan Smaill and Markus Guhe (2009). Abstract or not Abstract? Well, itdepends — Comment on R Cohen Kadosh & V Walsh Numerical representation in the parietallobes: Abstract or not abstract? Behavioral and Brain Sciences 32:3/4, pp. 345–346.

Edited book

(Editors) Confalonieri, Roberto, Alison Pease, Marco Schorlemmer, Tarek Besold, Oliver Kutz,Ewen Maclean, Maximos Kaliakatsos. Concept Invention: Foundations, Implementation, SocialAspects and Applications Series: Cognitive Technologies, Springer (2018).

Book Chapters (refereed)

1. Lane, Lorenzo, Ursula Martin, Dave Murray-Rust, Alison Pease and Fenner Tanswell. Journeys inmathematical landscapes: genius or craft? Proof Technology in Mathematics Research and Teach-ing’. Gila Hanna, David Reid and Michael de Villiers (eds.) Springer book series MathematicsEducation in the Digital Era Series ISSN: 2211-8136 (to appear mid-2019).

2. Confalonieri, Roberto, Alison Pease, Marco Schorlemmer, Tarek Besold, Oliver Kutz, EwenMaclean, Maximos Kaliakatsos. Introduction to Concept Invention. (Preface) Concept Inven-tion: Foundations, Implementation, Social Aspects and Applications. (Editors) Roberto Con-falonieri, Alison Pease, Marco Schorlemmer, Tarek Besold, Oliver Kutz, Ewen Maclean, MaximosKaliakatsos. Series: Cognitive Technologies, Springer (2018).

3. Corneli, Joseph, Alison Pease. Social Aspects of Conceptual Blending. (Chapter 6) ConceptInvention: Foundations, Implementation, Social Aspects and Applications. (Editors) RobertoConfalonieri, Alison Pease, Marco Schorlemmer, Tarek Besold, Oliver Kutz, Ewen Maclean, Max-imos Kaliakatsos. Series: Cognitive Technologies, Springer (2018).

4. Alison Pease, Joseph Corneli. Evaluating Creativity. (Chapter 12) Concept Invention: Founda-tions, Implementation, Social Aspects and Applications. (Editors) Roberto Confalonieri, AlisonPease, Marco Schorlemmer, Tarek Besold, Oliver Kutz, Ewen Maclean, Maximos Kaliakatsos.Series: Cognitive Technologies, Springer (2018).

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5. Martin, Ursula and Alison Pease (2015). Hardy, Littlewood and polymath. The Ontology ofMathematics, Ernest Davis (Ed.), Springer, 2015.

6. Colton, Simon, Alison Pease, Joseph Corneli, Michael Cook, Rose Hepworth and Dan Ventura(2015) Stakeholder Groups in Computational Creativity Research and Practice ComputationalCreativity Research: Towards Creative Machines, edited by Tarek Richard Besold, Marco Schor-lemmer and Alan Smaill. Springer: Atlantis Thinking Machines, 7:3-36 (2015).

7. Pease, Alison, Alan Smaill, Simon Colton, John Lee (2013) Bridging the Gap Between Argumen-tation Theory and the Philosophy of Mathematics. The Argument of Mathematics, edited byAndrew Aberdein and Ian Dove. Springer, Logic, Epistemology, and the Unity of Science, Vol.30, 2013.

8. Pease, Alison, Alan Smaill, Simon Colton, Andrew Ireland, Maria Teresa Llano, Ramin Ramezani,Gudmund Grov, Markus Guhe (2010). Applying Lakatos-style reasoning to AI problems. Thinkingmachines and the philosophy of computer science: Concepts and principles, pp. 149–174. Editedby J. Vallverd. IGI Global, PA, USA.

Conference and workshop papers (refereed)

1. Snaith, , MarkDominic De Franco, Tessa Beinema, Harm Op den Akker and Alison Pease Adialogue game for multi-party goal-setting in health coaching Proc. of the 7th International Con-ference on Computational Models of Argument. Vol 305. pp. 337-344. IOS Press (2018)

2. Mark Snaith, Bjrn Bedsted, Sita Ramchandra Kotnis, Rasmus jvind Nielsen, Tessa Beinema,Randy Klaassen and Alison Pease. Challenges in argumentation and dialogue for autonomous,multi-party health coaching. Workshop on Argumentation and Society (ArgSoc) (2018)

3. Kantharaju, Reshmashree Bangalore, Dominic De Franco, Alison Pease and Catherine PelachaudIs Two Better than One? Effects of Multiple Agents on User Persuasion. Proceedings of the 18thInternational Conference on Intelligent Virtual Agents, IVA 2018. Association for ComputingMachinery, p. 255-262 (Nov 2018)

4. Budzynska, Katarzyna Martn Pereira-Faria, Dominic De Franco, Rory Duthie, Nuria Franco-Guillen, Annette Hautli-Janisz, Janier Mathilde, Marcin Koszowy, Luana Marinho, Elena Musi,Alison Pease, Brian Plss, Chris Reed and Jacky Visser. Time-constrained Multi-layer CorpusCreation. Proceedings of the 16th ArgDiaP Conference “Argumentation and Corpus Linguistics”(Warsaw) pp. 31-36 (2018)

5. Alison Pease and Ursula Martin “Human-like” example-use in mathematical research. FourthWorkshop on Bridging the Gap between Human and Automated Reasoning, in the joint FederatedAI Meeting (FAIM) workshop program. (2018)

6. Simon Colton, Alison Pease and Rob Saunders. Issues of Authenticity in Autonomously CreativeSystems. In Proceedings of the Ninth International Conference on Computational Creativity(2018)

7. Cheatley, Lee, Wendy Moncur and Alison Pease. Opportunities for Computational Creativityin the design of Grief Support Systems. Workshop on Digital Humanities and ComputationalCreativity at ICCC (2018)

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8. Dominic De Franco, Alison Pease, and Mark Snaith Measuring Persuasiveness in BehaviourChange Support Systems. Proceedings of the Sixth International Workshop on Behavior ChangeSupport Systems (2018)

9. op den Akker, H., op den Akker, R., Beinema, T., Banos, O., Heylen, D., Bedsted, B., Pease,A., Pelachaud, C., Salcedo, V.T., Kyriazakos, S., Hermen, H. Council of coaches: A novel holis-tic behavior change coaching approach. In: 4th International Conference on Information andCommunication: Technologies for Aging Well and E-Health (2018)

10. J. Corneli, U. Martin, D. Murray-Rust and A. Pease. Towards mathematical AI via a model ofthe content and process of mathematical question and answer dialogues. In: Intelligent ComputerMathematics 10th International Conference, CICM 2017, Edinburgh, UK, 2017.

11. J. Corneli, U. Martin, D. Murray-Rust, A. Pease, R. Puzio, and G. Rino Nesin. Modelling the waymathematics is actually done. In: 5th ACM SIGPLAN International Workshop on FunctionalArt, Music, Modelling and Design (FARM 2017)

12. Confalonieri, Roberto, Joseph Corneli, Alison Pease, Enric Plaza and Marco Schorlemmer (2015).Using Argumentation to Evaluate Concept Blends in Combinatorial Creativity. In Proceedings ofthe Sixth International Conference on Computational Creativity, 2015.

13. Bou, Felix, Marco Schorlemmer, Joseph Corneli, Danny Gomez Ramirez, Ewen Maclean, AlanSmaill and Alison Pease (2015). The role of blending in mathematical invention. In Proceedingsof the Sixth International Conference on Computational Creativity, 2015.

14. Raggi, Daniel, Alan Bundy, Gudmund Grov and Alison Pease (2015). Automating change ofrepresentation for proofs in discrete mathematics. In Proceedings of Conference on IntelligentComputer Mathematics, 2015.

15. Pease, Alison, Katarzyna Budzynska, John Lawrence, Chris Reed (2014) Lakatos Games for Math-ematical Argument. In Proceedings of the International Conference on Computational Models ofArgument 2014.

16. Cook, Michael, Simon Colton, Alison Pease, Azalea Raad (2014) Towards Computational Subjec-tivity: Generating Aesthetics In Code Using Metrics. In Proceedings of the Fifth InternationalConference on Computational Creativity, 2014.

17. Colton, Simon, Michael Cook, Rose Hepworth and Alison Pease (2014) On Acid Drops andTeardrops: Observer Issues in Computational Creativity In Proceedings of the AISB symposiumon AI and Philosophy, 2014.

18. Colton, Simon, Alison Pease, Joseph Corneli, Michael Cook and Teresa Llano (2014) AssessingProgress in Building Autonomously Creative Systems In Proceedings of the Fifth InternationalConference on Computational Creativity, 2014.

19. Schorlemmer, Marco, Alan Smaill, Kai-Uwe Kuhnberger, Oliver Kutz, Simon Colton, EmiliosCambouropoulos and Alison Pease (2014) COINVENT: Towards a Computational Concept In-vention Theory In Proceedings of the Fifth International Conference on Computational Creativity,2014.

20. Pease, Alison, Katarzyna Budzynska, John Lawrence, Chris Reed (2014) Lakatos Games forMathematical Argument In Proceedings of the Fifth International Conference on ComputationalModels of Argument, 2014.

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21. Pease, Alison, Simon Colton, Ramin Ramezani, John Charnley and Kate Reed (2013) A Dis-cussion on Serendipity in Creative Systems. Proceedings of the 4th International Conference onComputational Creativity, 2013

22. Cavello, Flaminia, Alison Pease, Jeremy Gow and Simon Colton (2013) Using Theory Forma-tion Techniques for the Invention of Fictional Concepts. Proceedings of the 4th InternationalConference on Computational Creativity, 2013

23. Martin, Ursula and Alison Pease, 2013 What does mathoverflow tell us about the production ofmathematics? SOHUMAN workshop at CHI 2013, Paris, 2013.

24. Martin, Ursula and Alison Pease (2013). Mathematical practice, crowdsourcing, and social ma-chines International Conference on Intelligent Computer Mathematics, Springer LNCS 7961, pp.98-119, 2013.

25. Besold, Tarek, Alison Pease, Martin Schmidt (2013) Analogy and Arithmetic: An HDTP-BasedModel of the Calculation Circular Staircase. In Proceedings of the 35th Annual Conference of theCognitive Science Society. Austin, TX: Cognitive Science Society, 2013

26. Pease, Alison, John Charnley and Simon Colton (2012) A grounded theory approach to framinginformation for Computational Creativity. Proceedings of Computational Creativity, ConceptInvention, and General Intelligence at ECAI 2012

27. Cook, Michael, Simon Colton and Alison Pease (2012) Aesthetic Considerations for AutomatedPlatformer Design. Proceedings of the Eighth AAAI Conference on Artificial Intelligence andInteractive Digital Entertainment pp. 124–129, 2012.

28. Pease, Alison and Ursula Martin (2012) Seventy four minutes of mathematics: An analysis of thethird Mini-Polymath project. Symposium on Mathematical Practice and Cognition II

29. Pease, Alison and Ursula Martin (2012) Summary of an ethnographic study of the third Mini-Polymath project. Computability in Europe 2012

30. Pease, Alison, Simon Colton and John Charnley (2012) The Turing Test and ComputationalCreativity. Computability in Europe, 2012

31. Charnley, John, Alison Pease and Simon Colton (2012) On the Notion of Framing in Com-putational Creativity. In Proceedings of the Third International Conference on ComputationalCreativity, pp 77-81, 2012.

32. Cavallo, Flaminia, Simon Colton and Alison Pease (2012) Uncertainty Modelling in AutomatedConcept Formation. Automated Reasoning Workshop, 2012.

33. Colton, Simon, John Charnley and Alison Pease (2011) Computational Creativity Theory: TheFACE and IDEA models. In Proceedings of the Second International Conference on Computa-tional Creativity, 2011.

34. Pease, Alison and Simon Colton (2011) Computational Creativity Theory: Inspirations behind theFACE and IDEA models. In Proceedings of the Second International Conference on Computa-tional Creativity, 2011.

35. Pease, Alison and Simon Colton (2011) On Impact and Evaluation in Computational Creativity: ADiscussion of the Turing Test and an Alternative Proposal. In Proceedings of the AISB symposiumon AI and Philosophy, 2011.

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36. Pease, Alison, Simon Colton, Ramin Ramezani, Alan Smaill and Markus Guhe (2010). Usinganalogical representations for mathematical concept formation. Proceedings of Model-based Rea-soning in Science and Technology: Abduction, Logic, and Computational Discovery; Studies inComputational Intelligence, Springer.

37. Guhe, Markus, Alan Smaill and Alison Pease (2010). Towards a Cognitive Model of ConceptualBlending. In D. D. Salvucci & G. Gunzelmann (Eds.), Proceedings of the 10th InternationalConference on Cognitive Modelling, pp. 293–294. Philadelphia, PA: Drexel University.

38. Guhe, Markus, Alison Pease, Alan Smaill, Martin Schmidt, Helmar Gust, Kai-Uwe Kuhnbergerand Ulf Krumnack (2010). Mathematical reasoning with higher-order anti-unification. In: Pro-ceedings of the 32nd Annual Conference of the Cognitive Science Society, pp. 1992–1997. Austin,TX: Cognitive Science Society.

39. Pease, Alison, Markus Guhe and Alan Smaill (2010). Using analogies to find and evaluate math-ematical conjectures. Proceedings of the First International Conference on Computational Cre-ativity, pp. 60–64. Lisbon, 7-9 January 2010.

40. Llano, Maria Teresa, Andrew Ireland, Alison Pease, Simon Colton and John Charnley (2010)Using Automated Theory Formation to Discover Invariants of Event-B models. In Proceedingsof the Rodin User and Developer Workshop.

41. Guhe, Markus, Alison Pease, Alan Smaill, Maricarmen Martınez, Martin Schmidt, Helmar Gust,Kai-Uwe Kuhnberger and Ulf Krumnack (2010) Conceptual Blending of Fractions and Real Num-bers in Mathematical Discovery. In J. Haack and H. Wiese (eds), Proceedings of KogWis 2010,the 10th Biannual Meeting of the German Society for Cognitive Science, pp. 109–110. Univer-sitatsverlag Potsdam.

42. Guhe, Markus, Alan Smaill and Alison Pease (2009). A Formal Cognitive Model of MathematicalMetaphors. B. Mertsching, M. Hund & Z. Aziz (eds), KI 2009: Advances in Artificial Intelli-gence. 32nd Annual German Conference on AI, Paderborn, Germany, September 15–18, 2009.Proceedings, pp. 323–330. LNAI 5803, Berlin: Springer.

43. Guhe, Markus, Alan Smaill and Alison Pease (2009). Using Information Flow for Modelling Math-ematical Metaphors. Proceedings of the 9th International Conference on Cognitive Modelling.

44. Pease, Alison, Markus Guhe and Alan Smaill (2009). Analogy formulation and modification ingeometry. Proceedings of the Second International Conference on Analogy, pp. 358–364.

45. Smaill, Alan, Markus Guhe and Alison Pease (2009). Relating Small Ontologies. Proceedings ofAISB 2009, Symposium on Matching and Meaning.

46. Pease, Alison, Markus Guhe, Simon Colton and Alan Smaill (2009). Applying Lakatos-stylereasoning to AI domains. Proceedings of E-CAP’09.

47. Guhe, Markus, Alison Pease and Alan Smaill (2009). A cognitive model of discovering com-mutativity. Proceedings of the 31st Annual Conference of the Cognitive Science Society. pp.727–732.

48. Pease, Alison, Paul Crook, Alan Smaill, Simon Colton and Markus Guhe (2009). Towards acomputational model of embodied mathematical language. Proceedings of AISB ’09 SecondSymposium on Computing and Philosophy.

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49. Colton, Simon, Ferdinand Hoermann, Alison Pease and Geoff Sutcliffe (2005). Machine LearningCase Splits for Theorem Proving. In Proceedings of the Automated Reasoning Workshop.

50. Colton, Simon and Alison Pease (2005). The TM System for Repairing Non-Theorems. Se-lected papers from the IJCAR’04 disproving workshop, Electronic Notes in Theoretical ComputerScience 125(3), Elsevier.

51. Pease, Alison, Simon Colton, Alan Smaill and John Lee (2004). A Model of Lakatos’s Philosophyof Mathematics. European Conference on Computing and Philosophy, 2004.

52. Pease, Alison and Simon Colton (2004). Automatic Conjecture Modification. Proceedings of theAutomated Reasoning Workshop, Leeds.

53. Colton, Simon and Alison Pease (2004). The TM System for Repairing Non-Theorems. Pro-ceedings of the IJCAR’04 Disproving Workshop.

54. Colton, Simon and Alison Pease (2004). Lakatos-style Automated Theorem Modification. In thePoster Proceedings of ECAI.

55. Colton, Simon and Alison Pease (2003). Lakatos-style Methods in Automated Reasoning. Pro-ceedings of the IJCAI’03 Workshop on Agents and Reasoning, Acapulco.

56. Pease, Alison, Simon Colton, Alan Smaill and John Lee (2002). Lakatos-style Reasoning. Pro-ceedings of the Automated Reasoning Workshop, Imperial College, London.

57. Pease, Alison, Simon Colton, Alan Smaill and John Lee (2002). Semantic Negotiation: ModellingAmbiguity in Dialogue. Proceedings of Edilog 2002, the 6th Workshop on the Semantics andPragmatics of Dialogue, Edinburgh, UK.

58. Pease, Alison, Simon Colton, Alan Smaill and John Lee (2002). Lakatos and Machine Creativity.Proceedings of the ECAI’02 workshop on creative systems, Lyon, France.

59. Pease, Alison, Daniel Winterstein and Simon Colton (2001). Evaluating Machine Creativity. InProceedings of the ICCBR’01 Workshop on Creative Systems, Vancouver, Canada.

60. Colton, Simon, Alison Pease and Graeme Ritchie (2001). The Effect of Input Knowledge onCreativity. In Proceedings of the ICCBR’01 Workshop on Creative Systems, Vancouver, Canada.

61. Pease, Alison, Simon Colton, Alan Smaill and John Lee (2001). A Multi-agent Approach toModelling Interaction in Human Mathematical Reasoning. In Proceedings of Intelligent AgentTechnology, Maebashi City, Japan.

References

Professor Annalu Waller: School of Science and Engineering University of Dundee, Dundee, DD14HN, United Kingdom. awaller@computing.dundee.ac.uk

Professor Ursula Martin: Department of Computer Science, Wolfson Building, Parks Road, Uni-versity of Oxford, Oxford OX1 3QD, United Kingdom. Ursula.Martin@cs.ox.ac.uk

Professor Simon Colton: Centre for Digital Games, Falmouth University, Woodlane, FalmouthTR11 4RH, United Kingdom. sgc@gold.ac.uk

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Professor Andrew Aberdein: Florida Institute of Technology, 150 W. University Blvd, Melbourne,Florida 32901, USA. aberdein@fit.edu

Dr Alan Smaill: School of Informatics, University of Edinburgh, Informatics Forum, 10 CrichtonStreet, Edinburgh, EH8 9AB, United Kingdom. A.Smaill@ed.ac.uk

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Research statement

My long term research goal is to investigate patterns of reasoning and argumentation in math-ematics, and to incorporate these findings into computational systems. I believe that this willhelp to close the gap between machine and human mathematics, both enhancing interaction be-tween mathematicians and computers, and enabling machines to automatically generate interestingmathematics. My vision is that, one day, human mathematicians will regard machines as fellowmathematicians and worthy collaborators in their own right. If this were to happen, then the de-velopment of mathematics as a subject will accelerate enormously and extend in directions whichwe cannot currently predict, fundamentally impacting science and our understanding of the world.Furthermore, the lessons learnt and discoveries made en route towards achieving this goal will nec-essarily extend our own understanding of how humans do mathematics. One key application ofthis knowledge will be in mathematics education: if we can teach computers to do mathematics ina human-like way, then we will be in a far better position to teach humans.

My doctoral research focused on constructing a computational representation of Lakatos’s theoryof social interaction and argumentation between mathematicians. Lakatos was a philosopher ofmathematics who identified ways in which mathematicians use counterexamples to refine conjec-tures, concepts and proofs. My computational model, which was written in Java, extended histheory by clarifying vague notions, resolving ambiguities, highlighting assumptions, filling in gapsand demonstrating its generality both in different areas of mathematics and in wider scientific do-mains. The model was able to generate conjectures and concepts within number theory (includingGoldbach’s conjecture) and group theory, as well as Lakatos’s case study domain of geometry. Ad-ditionally, it generated results outwith mathematics, supporting Lakatos’s claims of generality forhis theory. This research has been published in the context of automated theorem proving; agentsand automated reasoning; philosophy; and semantics and pragmatics of dialogue. It also featuredprominently in a New Scientist article (New Scientist 2697, March 3rd 2009).

In my project on axiomatisation, my collaborators and I investigated the use of metaphors, con-ceptual blending, analogical reasoning and representation in mathematics, and how we can useinformation flow to give a theoretical underpinning to metaphor theory. We also showed ways inwhich the sort of reasoning that Lakatos described can be applied to AI problems. Much of my worklies within automated theory formation (ATF), and one area which is particularly exciting is waysin which ATF techniques can be applied to formal methods. We applied heuristics identified by thephilosopher Lakatos, based on different reasoning styles such as deduction, induction, abduction,analogical reasoning, non-monotonic reasoning, vague and uncertain reasoning, to evolving require-ment specifications. In connection to this project, I collaborated on work which was principallycarried out by Teresa Llano at HWU on applying and extending techniques from automated theoryformation and CC to automated invariant discovery.

While there can never be a single comprehensive theory of how people reason mathematically, thereis a growing interdisciplinary body of work which characterises patterns of reasoning. Andrew Ab-erdein and I have studied some of the major theories of reasoning and argumentation, identifiedconnections between them and applied them to mathematical reasoning. Despite input from cogni-tive science, there is almost no computational aspect to this work. This is especially surprising sinceautomated theorem proving forms a significant part of AI research. I believe that a computationaldimension will both enhance our understanding of how human mathematical reasoning is possibleand result in a family of computational techniques which will add a valuable new level of flexibility

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into automated reasoning. For instance, the traditional approach to theorem proving is to inputa conjecture and the system then either outputs a proof of the conjecture or states that it cannotprove it. Part of my postdoctoral work involved building a more flexible theorem proving system,TM, which was able to modify a given conjecture, if the system could not prove it, into a relatedconjecture, which the system could then prove.

In addition to the existing work on mathematical practice, online discussion sites are now en-abling a new form of open collaboration in mathematics. This has resulted in a corpus of informalmathematical ideas, which provide ideal data for us to form theories about mathematical reason-ing. In my current project with Ursula Martin I am studying these corpora in order to identifyaspects of a mathematical discussion, such as types of explanation, the role of examples, how(mis)understanding occurs, and the sort of mistakes that people make. I am also investigatingways in which a mathematical culture might develop, including sociological and linguistic consider-ations such as what motivates people to contribute to online discussions, and how common languageis built up in such communities.

I also have a long term interest in Computational Creativity (CC), and have done substantialwork on methodological aspects of this field. I am currently working with Simon Colton and JohnCharnley to develop a rigorous, computationally detailed and plausible account of how creationby software could occur. This includes performing ethnographic studies of human creativity andusing these as an inspiration for computational models of creativity. It also involves investigatingcognitive aspects of human creativity and translating these into computational terms and helpingto build a family of computational techniques in order to better understand human creativity andto enhance machine creativity. We particularly focus on creativity in mathematics and in the visualarts.

Teaching statement

Since obtaining my MA in Mathematics and Philosophy in 1995 I have continually been involvedin teaching activities; in universities, sixth form colleges and secondary schools. I hold a PGCE inPost Compulsory Education and Training from the University of Greenwich, specialising in teachingMathematics to 16-19 year olds, which highlighted the need for reflective practice in teaching.

My passion for teaching has had a deep influence on my research. This has included extensionsof work by thinkers such as Lakatos, who argued that students should be encouraged to formulatemathematical concepts, conjectures and proofs themselves, rather than being taught an artificialversion of the subject in which such things are presented ready-made. Thus, novices should betaught to think like experts. This constructivist approach has formed the basis of my approachto enabling computers to do mathematics: I prefer fully rounded approaches in which a systemdevelops concepts, examples and conjectures, and so on, as opposed to the standard focus ontheorem proving. Likewise, my development as a researcher in artificial intelligence has affectedmy notions of how material and methods of thinking might best be taught, both at the level ofteaching mathematics and related subjects, and at the level of training the teachers themselves.

At university level I have been involved in a wide variety of teaching activities. Since 2013 I havelectured on the following courses at the University of Dundee: Introduction to Web Authoring;

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Argumentation and Computers; Introduction to Data Structures and Algorithms; HCI and Us-ability Engineering; and Research Methods. I was lecturer on a Ludic Computing course in theDepartment of Computing at Imperial College London. This course built on the core principlesof computer science which students had learned in earlier modules and applied them to aspects ofplayfulness in computing, such as creativity in computers, computers and art, and video games. Ilectured this course jointly with Simon Colton in 2011, and was responsible for teaching techniquesfor designing and programming video games, and psychology of people’s enjoyment (or otherwise)of video games and ways in which theoretical research in this field could be used to help to designmore enjoyable games. While the course had been designed by someone else, I took ownership ofthe material by rewriting and adding new content; for example, doing an experiment in class todemonstrate the link between emotion and different types of thinking. My duties involved standardactivities, including leading tutorials, setting coursework, writing questions and mark schemes fortwo exam papers, marking the exams, dealing with student queries, and attending internal andexternal examiners meetings. During my PhD I tutored, demonstrated, and marked various mod-ules in the School of Informatics and the School of Philosophy, Psychology and Language Sciencesat the University of Edinburgh, including Logic and the Philosophy of Science, as well as variousintroductory courses to AI and programming.

Most of my teaching practice for the PGCE course took place in Richmond upon Thames College,where I taught mathematics in a wide variety of courses, including GCSE resits, as a keystagesubject in vocational (NVQ) courses, A level and to special needs students. I also taught Philosophyat A level. My first teaching position, in 1995, was in Philosophy: I initiated an A level Philosophycourse in North Area Sixth Form College, obtaining a syllabus and being solely responsible forwriting and delivering all course material as well as exam preparation. (I was particularly pleasedto do this, since I had attended the same college when studying for my own A levels five yearspreviously, and its lack of Philosophy teaching at the time meant that I had a two hour commuteto the nearest Philosophy course.) About ten students took the course, with ages ranging from 16to 50.

I taught for two years in a secondary female boarding school of about 800 students in St. Elizabeth,Jamaica. My principal subject was Mathematics, which I taught to lower streams in 3rd, 4thand 5th year (aged 13 - 16) as well as to advanced students in 6th form (aged 16 - 19). Oneproblem I encountered was a lack of self-confidence that girls could be good at mathematics, inparticular amongst the students in the lower streams. In these cases I focused on trying to developtheir self-confidence and ability to reason mathematically, rather than any specific mathematicalknowledge. I also taught Spanish to the whole of the first form (around 200 students). I was activein extra-curricular activities, including Spanish and Swimming clubs, and took students to visitthe University of the West Indies. I had pastoral duties, mainly being sixth form tutor to the olderstudents, which involved giving career advice and helping to solve personal and academic problems.

I have also been involved in theoretical aspects of education. For instance, I participated in aWorkshop on Cultures of Mathematical Research Training, at the University of Hamburg in 2015.This was directed at Capacity Building and Science Education, especially in developing countries.I attended the 33rd Conference of the International Group for the Psychology of MathematicsEducation in 2009 (held in Thessaloniki, Greece). I also helped to draft a response from theLondon Mathematical Society to The Schools White Paper (2010) on The Importance of Teaching.I worked with Winterwell Associates (a mathematics and AI consultancy) in 2011 on proposals forshort educational maths programs. I submitted a (shortlisted) fellowship application to the Royal

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Society Education Research Fellowships in 2011 on Thinking like a physicist: A new generationof software for a new generation of physicists, in which I argued that physics education researchcan be combined with cognitive and philosophical theories about how physicists think, in orderto help students to think more like physicists. This was inspired by a quote from Carl Wieman,Nobel Laureate in Physics: “Today’s educator should aim not simply to produce more scientists,but rather to get all students to learn to think about science like a scientist.” Professor SimonBates, leader of the Physics Education Research group at the University of Edinburgh, supportedthis application. I was also invited by Matthew Inglis to give a talk at the Mathematics EducationCentre at Loughborough University, which I took up in 2013. In additional to teaching experience, Ihave supervisory experience and a strong interest in developing and delivering outreach programmes(described in relevant sections).

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