Searcharxiv⌕ Search

arXiv subjects

Sólrún Halla Einarsdóttir

Publications and source records attributed to Sólrún Halla Einarsdóttir.

2 recordsLinked to original sources

Lemmanaid: Neuro-Symbolic Lemma Conjecturing

Mathematicians and computer scientists are increasingly leveraging proof assistants to formalize and check complex proofs, a task that demands substantial expertise. Can we lower the bar by automating the conjecturing of helpful, interesting and novel lemmas? We present the first neuro-symbolic lemma conjecturing tool, LEMMANAID, designed to discover conjectures by drawing analogies between mathematical theories. LEMMANAID uses a fine-tuned LLM to generate lemma templates that describe the shape of a lemma, and symbolic methods to fill in the details. We compare LEMMANAID against the same LLM fine-tuned to generate lemmas directly, as well as a fully symbolic conjecturing method. On test sets from Isabelle's HOL library and Archive of Formal Proofs (AFP), LEMMANAID consistently outperforms both neural and symbolic methods. Using DeepSeek-coder-6.7B as a backend, LEMMANAID discovers 50% (HOL) and 29% (AFP) of the gold standard lemmas, increasing to 55% and 35% when ensembling prompting strategies. In a case study on Octonions, LEMMANAID discovers 79% of the gold standard lemmas, compared to 62% for neural-only and 23% for the state of the art symbolic tool. Furthermore, in a targeted comparison, LEMMANAID discovers more gold standard lemmas than both Claude Opus 4.5 and GPT-5.2. Our results show that LEMMANAID can conjecture a significant number of interesting lemmas across complex formalizations in mathematics and computer science.

cs.AI↗

Examples and Results from a BSc-level Course on Domain Specific Languages of Mathematics

At the workshop on Trends in Functional Programming in Education (TFPIE) in 2015 Ionescu and Jansson presented the approach underlying the "Domain Specific Languages of Mathematics" (DSLsofMath) course even before the first course instance. We were then encouraged to come back to present our experience and the student results. Now, three years later, we have seen three groups of learners attend the course, and the first two groups have also continued on to take challenging courses in the subsequent year. In this paper we present three examples from the course material to set the scene, and we present an evaluation of the student results showing improvements in the pass rates and grades in later courses.

cs.PL↗