Towards diagnosing students’ input in mathematical tasks of particular type for use in model-tracing intelligent tutoring systems

The paper is dedicated to computer-aided assessment of multi-step problems provided by interactive model-tracing intelligent tutoring systems. An approach is suggested for determining which formulas could student’s formula be derived from. In some cases, the suggested approach can discover whether student’s step is an imitation. The suggested approach is a part of the algorithm which calculates student’s solution progress.