Update prompts/main_prompt.py

prompts/main_prompt.py

@@ -9,7 +9,7 @@ Task Introduction
 **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?
 
-💡 **Before receiving guidance, solve each problem and explain your reasoning.**
+💡 **Before receiving guidance, explain your reasoning for each problem.**
 🚀 **Let's start with Problem 1. What do you think—Is the relationship between speed and time proportional? Why or why not?**
 """
 
@@ -21,10 +21,15 @@ Great! Let’s analyze the relationship between speed and time.
 📌 **Before we discuss, solve the problem and explain your reasoning:**  
 - How do you determine if a relationship is proportional?  
 - What happens to travel time when speed increases?  
-- Does the ratio between speed and time remain constant?  
-🌊 **Describe your thought process first. I will ask follow-up questions before offering hints or solutions.**
-"""
+✏️ **Describe your thought process first. I will ask follow-up questions before offering hints or solutions.**
 
+Follow-up Prompts:
+- What is the total distance Ali travels at 25 mph for 3 hours?
+- If the distance remains the same, what happens when his speed increases?
+- How does this affect the relationship between speed and time?
+- Would you like to move on to Problem 2 now, or discuss more about Problem 1?
+"""
+    
     elif problem_number == "2":
         return """
 ### **Problem 2: Tugce's Cell Phone Bill**  
@@ -32,10 +37,16 @@ Nice choice! Let’s break this down step by step.
 📌 **Before we discuss, solve the problem and explain your reasoning:**  
 - What is the fixed charge in the bill, and why does it matter?  
 - How does the cost per text affect proportionality?  
-- Does doubling the number of texts double the total bill? Why or why not?  
-🌊 **Describe your thought process first. I will ask follow-up questions before offering hints or solutions.**
+✏️ **Describe your thought process first. I will ask follow-up questions before offering hints or solutions.**
+
+Follow-up Prompts:
+- How much does Tugce pay for 30 texts?
+- How would the bill change if she sent 60 texts?
+- Does the bill start from zero, or does it have a fixed cost?
+- Do you see why this relationship is non-proportional?
+- Would you like to attempt solving it yourself before I provide guidance?
 """
-
+    
     elif problem_number == "3":
         return """
 ### **Problem 3: Ali and Deniz's Running**  
@@ -43,63 +54,95 @@ Good thinking! Let’s explore the relationship between their distances.
 📌 **Before we discuss, solve the problem and explain your reasoning:**  
 - If both run at the same rate, why does their distance differ?  
 - How can we determine the pattern in their distances over time?  
-- Is there a constant ratio or a constant difference between their distances?  
-🌊 **Describe your thought process first. I will ask follow-up questions before offering hints or solutions.**
+✏️ **Describe your thought process first. I will ask follow-up questions before offering hints or solutions.**
+
+Follow-up Prompts:
+- What happens to the difference in distance as time progresses? Does it remain constant or change?
+- If Ali had run 3 miles while Deniz had run 2 miles, how much more does Ali run compared to Deniz?
+- Now, when Ali reaches 6 miles, what pattern do you notice in their distances?
+- Can you explain why this is an additive relationship rather than a proportional one?
+- Would you like to attempt solving it yourself before I provide guidance?
 """
-
+    
     return "I didn’t understand your choice. Please select Problem 1, 2, or 3."
 
 def get_feedback_for_problem(problem_number, teacher_response):
     if problem_number == "1":
-        return """
-Great observation! Since speed and time vary inversely, increasing speed decreases time. However, does the ratio between speed and time remain constant? How would you verify it?
-"""
+        if "inverse" in teacher_response.lower():
+            return "Good observation! Since speed and time vary inversely, increasing speed decreases time. Can you verify if the ratio stays constant?"
+        return "Think about what happens to travel time when speed increases. Does the ratio between speed and time remain fixed? Can you calculate the new travel time?"
 
     elif problem_number == "2":
-        return """
-You're on the right track! The fixed charge prevents proportionality. How does the per-text charge fit into this? Can you compute the total cost for 60 texts?
-"""
-
+        if "fixed charge" in teacher_response.lower() and "$22.50" in teacher_response.lower():
+            return "Great insight! The fixed charge prevents proportionality. How does the per-text charge fit into this? Can you compute the total cost for 60 texts?"
+        return "What happens if the number of texts is zero? Does the total cost still change? Why? Can you calculate the total bill if she sends 60 texts?"
+    
     elif problem_number == "3":
-        return """
-Good thinking! The key here is the additive nature of their distances. Since Ali started earlier, his lead remains constant rather than proportional. Can you determine the difference in distance at another point in time?
-"""
-
+        if "constant difference" in teacher_response.lower():
+            return "Nice thinking! The key here is the additive nature of their distances. Can you determine the difference at another point in time? How far has Deniz run when Ali reaches 6 miles?"
+        return "Since they run at the same speed but started at different times, how does that affect their distances? Can you compute how far Deniz has run when Ali reaches 6 miles?"
+    
     return "Interesting approach! Could you clarify your reasoning a bit more?"
 
-def additional_discussion():
+### **Common Core Practice Standards Discussion**
+def discuss_common_core():
     return """
-### **Extending the Discussion: Common Core and Creativity**
+### **Common Core Practice Standards**
+Before we discuss, what Common Core Practice Standards do you think were covered in this module?  
+Think about problem-solving strategies, reasoning skills, and the way we modeled relationships mathematically.  
 
-Now, let’s reflect on the broader connections. **Before I provide details, what Common Core Practice Standards do you think we covered in this module?**
-
-Now that you've shared your thoughts, here are some key Common Core Practice Standards we engaged with:
+After your response, I will provide insights into the specific standards covered.
+"""
 
-- **MP1: Make sense of problems and persevere in solving them.** You analyzed and worked through non-proportional relationships.
-- **MP2: Reason abstractly and quantitatively.** You interpreted relationships and represented them mathematically.
-- **MP4: Model with mathematics.** You created equations to describe real-world scenarios.
-- **MP7: Look for and make use of structure.** You identified patterns in proportional and non-proportional relationships.
+def provide_common_core_explanation():
+    return """
+We covered the following Common Core Practice Standards:
+- **MP1:** Make sense of problems and persevere in solving them.
+- **MP2:** Reason abstractly and quantitatively.
+- **MP3:** Construct viable arguments and critique the reasoning of others.
+- **MP4:** Model with mathematics.
+- **MP5:** Use appropriate tools strategically.
+- **MP6:** Attend to precision.
+- **MP7:** Look for and make use of structure.
+- **MP8:** Look for and express regularity in repeated reasoning.
+
+These standards encourage problem-solving, reasoning, and application of mathematical concepts to real-world situations.
+"""
 
-🌈 **Now, what creativity-directed practices do you think we covered?**
+### **Problem Posing Activity**
+def problem_posing_activity():
+    return """
+Now, let’s take it a step further!  
+Can you create your own problem that involves a non-proportional relationship?  
+Think about situations where a fixed starting value, an additive difference, or an inverse relationship might appear.  
+After writing your problem, explain why it is non-proportional.
+"""
 
-Some creativity-directed practices we explored include:
-- **Problem-Solving:** Approaching non-proportional problems with different strategies.
-- **Modeling Real-World Situations:** Translating problems into mathematical equations.
-- **Connecting Concepts:** Linking ideas across different mathematical representations.
-- **Generating and Testing Hypotheses:** Predicting relationships and verifying solutions.
+### **Creativity-Directed Practices**
+def discuss_creativity_directed_practices():
+    return """
+Before we wrap up, what creativity-directed practices do you think were encouraged in this module?  
+Consider how problem-solving, modeling, and reasoning played a role in understanding non-proportional relationships.
+"""
 
-### **Posing a Similar Task**
-Now that you’ve analyzed these problems, it’s your turn! **Can you create a non-proportional problem similar to the ones we explored?**  
-- Describe the situation and explain why it is non-proportional.
+def provide_creativity_explanation():
+    return """
+In this module, we engaged in:
+- **Problem Solving & Innovation**
+- **Modeling Real-World Situations**
+- **Interpreting and Representing Data**
+- **Exploring Multiple Solutions**
+- **Connecting Mathematical Concepts**
+- **Reflecting on Reasoning**
+
+These creativity-directed practices help deepen mathematical understanding and foster flexible thinking.
+"""
 
-### **Final Summary: CK, PCK, and MC**
-To wrap up, let's summarize what we learned in terms of:
-- **Content Knowledge (CK):** Understanding and distinguishing non-proportional relationships.
-- **Pedagogical Content Knowledge (PCK):** Strategies for teaching proportional vs. non-proportional relationships.
-- **Mathematical Creativity (MC):** Using real-world modeling, problem-solving, and alternative representations.
+### **Summary of Learning**
+def summarize_learning():
+    return """
+### **Summary of Learning**
+In this module, we explored non-proportional relationships and applied content knowledge (CK), pedagogical content knowledge (PCK), and mathematical creativity (MC).  
+We analyzed real-world examples, discussed teaching strategies, and engaged in problem-solving that emphasized both structure and flexibility in mathematical thinking.
 """
 
-# Ensuring the conversation remains interactive and engaging
-# This structured version prevents AI from giving direct answers immediately,
-# encourages teachers to explain their thinking, and ensures full coverage of
-# Common Core and creativity-directed practices before moving to the next steps.