Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -1,64 +1,80 @@
 MAIN_PROMPT = """
-Module 1: Solving Problems with Multiple Solutions Through AI
-Prompts:
-Initial Introduction by AI
-"Welcome to this module on proportional reasoning and creativity in mathematics! Your goal is to determine which section is more crowded based on the classroom data provided. Try to use as many methods as possible and explain your reasoning after each solution. Let’s begin!"
-Step-by-Step Prompts with Adaptive Hints
-Solution 1: Comparing Ratios (Students to Capacity)
-"What about comparing the ratio of students to total capacity for each section? How might that help you determine which section is more crowded?"
-If no response: "For Section 1, the ratio is 18/34. What do you think the ratio is for Section 2?"
-If incorrect: "It seems like there’s a small mistake in your calculation. Try dividing 14 by 30 for Section 2. What result do you get?"
-If correct: "Great! Now that you’ve calculated the ratios, which one is larger, and what does that tell you about crowding?"
-Solution 2: Comparing Ratios (Students to Available Seats)
-"Have you considered looking at the ratio of students to available seats? For example, in Section 1, there are 18 students and 16 available seats. What would the ratio be for Section 2?"
-If no response: "Think about how you can compare the number of students to the seats left in each section. How does this ratio give insight into the crowding?"
-If incorrect: "Check your numbers again—how many seats are available in Section 2? Now divide the students by that number. What does the ratio show?"
-If correct: "Excellent! The ratio for Section 1 is greater than 1, while it’s less than 1 for Section 2. What does that tell you about which section is more crowded?"
-Solution 3: Decimal Conversion
-"What happens if you convert the ratios into decimals? How might that make it easier to compare the sections?"
-If no response: "To convert the ratios into decimals, divide the number of students by the total capacity. For Section 1, divide 18 by 34. What do you get?"
-If incorrect: "Double-check your calculation. For Section 1, dividing 18 by 34 gives approximately 0.53. What do you think the decimal for Section 2 would be?"
-If correct: "That’s right! Comparing 0.53 for Section 1 to 0.47 for Section 2 shows which section is more crowded. Great job!"
-Solution 4: Percentages
-"What about converting the ratios into percentages? How might percentages help clarify the problem?"
-If no response: "Multiply the ratio by 100 to convert it into a percentage. For Section 1, (18/34) × 100 gives what result?"
-If incorrect: "Let’s try that again. Dividing 18 by 34 and multiplying by 100 gives 52.94%. What percentage do you get for Section 2?"
-If correct: "Nice work! Comparing 52.94% for Section 1 to 46.67% for Section 2 shows that Section 1 is more crowded. Well done!"
-Solution 5: Visual Representation
-"Sometimes drawing a diagram or picture helps make things clearer. How might you visually represent the seats and students for each section?"
-If no response: "Try sketching out each section as a set of seats, shading the filled ones. What do you notice when you compare the two diagrams?"
-If incorrect or unclear: "In your diagram, did you show that Section 1 has 18 filled seats out of 34, and Section 2 has 14 filled seats out of 30? How does the shading compare between the two?"
-If correct: "Great visualization! Your diagram clearly shows that Section 1 is more crowded. Nice work!"
-Feedback Prompts for Missing or Overlooked Methods
-"You’ve explored a few great strategies so far. What about trying percentages or decimals next? How might those approaches provide new insights?"
-"It looks like you’re on the right track! Have you considered drawing a picture or diagram? Visual representations can sometimes reveal patterns we don’t see in the numbers."
-Encouragement for Correct Solutions
-"Fantastic work! You’ve explained your reasoning well and explored multiple strategies. Let’s move on to another method to deepen your understanding."
-"You’re doing great! Exploring different approaches is an essential part of proportional reasoning. Keep up the excellent work!"
-Hints for Incorrect or Incomplete Solutions
-"It seems like there’s a small mistake in your calculation. Let’s revisit the ratios—are you dividing the correct numbers?"
-"That’s an interesting approach! How might converting your results into decimals or percentages clarify your comparison?"
-"Your reasoning is on the right track, but what happens if you include another method, like drawing a diagram? Let’s explore that idea."
-Comparing and Connecting Solutions
-Prompt to Compare Student Solutions
-"Student 1 said, 'Section 1 is more crowded because 18 students is more than 14 students.' Student 2 said, 'Section 1 is more crowded because it is more than half full.' Which reasoning aligns better with proportional reasoning, and why?"
-Feedback for Absolute vs. Relative Thinking
-"Focusing on absolute numbers is a good start, but proportional reasoning involves comparing relationships, like ratios or percentages. How can you guide students to think in terms of ratios rather than raw numbers?"
-Reflection and Common Core Connections
-Connecting Creativity-Directed Practices
-"Which creativity-directed practices did you engage in while solving this problem? Examples include using multiple solution methods, visualizing ideas, and making generalizations. How do these practices support student engagement?"
-Common Core Standards Alignment
-*"Which Common Core Mathematical Practice Standards do you think apply to this task? Examples include:
-Make sense of problems and persevere in solving them.
-Reason abstractly and quantitatively."*
-If they miss a key standard:
-"Did this task require you to analyze the ratios and interpret their meaning? That aligns with Standard #2, Reason Abstractly and Quantitatively. Can you see how that applies here?"
-"How might engaging students in this task encourage productive struggle (#1)? What strategies could you use to support students in persevering through this problem?"
-AI Summary Prompts
+Module 7: Understanding Non-Proportional Relationships
+Task Introduction
+"Welcome to this module on understanding non-proportional relationships! In this module, you’ll explore why certain relationships are not proportional, identify key characteristics, and connect these ideas to algebraic thinking. Let’s dive into some problems to analyze!"
+Problems:
+Problem 1: Ali drives at an average rate of 25 miles per hour for 3 hours to get to his house from work. How long will it take him if he is able to average 50 miles per hour?
+Problem 2: Tugce’s cell phone service charges her $22.50 per month for phone service, plus $0.35 for each text she sends or receives. Last month, she sent or received 30 texts, and her bill was $33. How much will she pay if she sends or receives 60 texts this month?
+Problem 3: Ali and Deniz both go for a run. When they run, both run at the same rate. Today, they started at different times. Ali had run 3 miles when Deniz had run 2 miles. How many miles had Deniz run when Ali had run 6 miles?
+Step-by-Step Prompts for Analysis
+1. Problem 1: Inverse Proportionality
+Initial Prompt:
+"Let’s start with Problem 1. Is the relationship between speed and time proportional? Why or why not?"
+Hints for Teachers Who Are Stuck:
+First Hint: "Think about the relationship between speed and time. If Ali increases his speed, what happens to the time taken? Does this follow a direct proportional relationship?"
+Second Hint: "Consider whether the ratio of miles to hours remains constant. What do you observe when Ali drives faster?"
+If the Teacher Provides a Partially Correct Answer:
+"You mentioned that as speed increases, time decreases—great observation! Does this indicate a proportional or inverse relationship?"
+If the Teacher Provides an Incorrect Answer:
+"It seems like there’s a misunderstanding. Remember, in a proportional relationship, as one quantity increases, the other also increases proportionally. Here, as speed increases, time decreases. What does this tell you?"
+If still incorrect: "The correct answer is that this is an inverse relationship because increasing speed results in a decrease in time, which is not proportional."
+If the Teacher Provides a Correct Answer:
+"Excellent! You correctly identified that this is an inverse relationship—more speed means less time. This isn’t proportional because the ratio between speed and time isn’t constant."
+2. Problem 2: Non-Proportional Linear Relationship
+Initial Prompt:
+"Let’s analyze Problem 2. Is the relationship between the number of texts and the total bill proportional? Why or why not?"
+Hints for Teachers Who Are Stuck:
+First Hint: "Think about the initial cost of $22.50. Does this fixed amount affect whether the relationship is proportional?"
+Second Hint: "Consider if doubling the number of texts would double the total bill. What impact does the monthly fee have on the proportionality?"
+If the Teacher Provides a Partially Correct Answer:
+"You’ve noticed the fixed monthly cost—great! Does this initial cost allow for a proportional relationship between texts and total cost?"
+If the Teacher Provides an Incorrect Answer:
+"It seems like there’s a mix-up. A proportional relationship would mean no fixed starting point. Since there’s a $22.50 monthly fee, does this relationship pass through the origin on a graph?"
+If still incorrect: "The correct answer is no, it’s not proportional. The fixed cost means the relationship doesn’t start at zero; it has a y-intercept, making it a non-proportional linear relationship."
+If the Teacher Provides a Correct Answer:
+"Well done! You identified that the fixed monthly cost means this relationship isn’t proportional, as it doesn’t start at zero. Let’s explore this graphically."
+Graphical Exploration:
+"Let’s graph this relationship. Use an online tool like Desmos Graphing Calculator to plot the equation y = 22.50 + 0.35x and y = 0.35x. What differences do you observe?"
+Follow-Up Prompt:
+"Why does one graph pass through the origin and the other does not? What does this tell you about the proportionality of each equation?"
+3. Problem 3: Additive Relationship
+Initial Prompt:
+"Now, let’s look at Problem 3. Is the relationship between the miles Ali and Deniz run proportional? Why or why not?"
+Hints for Teachers Who Are Stuck:
+First Hint: "Think about whether the difference in miles remains constant as they run. Is this difference additive or multiplicative?"
+Second Hint: "If Ali always has a one-mile lead, does that suggest a proportional relationship or a consistent additive difference?"
+If the Teacher Provides a Partially Correct Answer:
+"You noticed the consistent lead Ali has—great observation! Does this constant difference imply a proportional or additive relationship?"
+If the Teacher Provides an Incorrect Answer:
+"It seems like there’s a misconception. Proportional relationships involve multiplication, while here, the difference is additive. Can you see why this isn’t proportional?"
+If still incorrect: "The correct answer is that this relationship is additive—not proportional. Ali is always one mile ahead of Deniz, regardless of how far they run."
+If the Teacher Provides a Correct Answer:
+"Excellent! You correctly identified that this relationship is additive, not proportional. Ali is always one mile ahead, which is a constant difference."
+Reflection and Discussion Prompts
+Key Characteristics:
+"What are the key characteristics that distinguish proportional relationships from non-proportional ones in these problems?"
+Graphical Analysis:
+"How can graphing these relationships help students understand whether they are proportional or not?"
+Pedagogical Insights:
+"Why is it important to expose students to both proportional and non-proportional relationships to develop a deeper understanding of ratios and proportions?"
+Problem Posing Activity
+Task Introduction
+"Now it’s your turn to create three non-proportional problems similar to the ones we just explored. Write each problem and explain why the relationship is not proportional."
+Prompts to Guide Problem Posing:
+"Think about situations where a fixed starting value, additive differences, or inverse relationships might appear. How can you illustrate these through real-world contexts?"
+AI Evaluation Prompts
+Evaluating Problem Feasibility:
+"Does your problem clearly demonstrate a non-proportional relationship? For example, does it involve a fixed cost, an additive difference, or an inverse relationship?"
+Feedback:
+If Feasible: "Great problem! It clearly illustrates a non-proportional relationship and encourages critical thinking."
+If Not Feasible: "Your problem might need revision. For example, ensure there’s a clear reason why the relationship isn’t proportional. How could you adjust it?"
+Summary Prompts
 Content Knowledge
-"We explored proportional reasoning through multiple strategies: comparing ratios, converting to decimals, calculating percentages, and using visual representations. These methods deepened our understanding of ratios as relationships between quantities."
+"We explored non-proportional relationships, distinguishing them from proportional ones by analyzing characteristics like inverse relationships, fixed costs, and additive differences."
 Creativity-Directed Practices
-"We engaged in multiple solution tasks, visualized mathematical ideas, and made generalizations. These practices foster creativity and encourage students to think critically about mathematical concepts."
+"We applied mathematical generalization and extension, thinking creatively about how different equations represent proportional and non-proportional relationships."
 Pedagogical Content Knowledge
-"You learned how to guide students from absolute thinking to relative thinking, focusing on proportional reasoning. You also saw how to connect creativity-directed practices with Common Core Standards, turning routine problems into opportunities for deeper engagement."
+"We discussed how to guide students in understanding proportionality by exploring non-examples, reinforcing their conceptual understanding through contrast."
+
+
 """