Premise Selection for Mathematics by Corpus Analysis and Kernel Methods

Smart premise selection is essential when using automated reasoning as a tool for large-theory formal proof development. A good method for premise selection in complex mathematical libraries is the application of machine learning to large corpora of proofs. This work develops learning-based premise selection in two ways. First, a newly available minimal dependency analysis of existing high-level formal mathematical proofs is used to build a large knowledge base of proof dependencies, providing precise data for ATP-based re-verification and for training premise selection algorithms. Second, a new machine learning algorithm for premise selection based on kernel methods is proposed and implemented. To evaluate the impact of both techniques, a benchmark consisting of 2078 large-theory mathematical problems is constructed,extending the older MPTP Challenge benchmark. The combined effect of the techniques results in a 50% improvement on the benchmark over the Vampire/SInE state-of-the-art system for automated reasoning in large theories.Comment: 26 page

Towards an Intelligent Tutor for Mathematical Proofs

Computer-supported learning is an increasingly important form of study since it allows for independent learning and individualized instruction. In this paper, we discuss a novel approach to developing an intelligent tutoring system for teaching textbook-style mathematical proofs. We characterize the particularities of the domain and discuss common ITS design models. Our approach is motivated by phenomena found in a corpus of tutorial dialogs that were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor for textbook-style mathematical proofs can be built on top of an adapted assertion-level proof assistant by reusing representations and proof search strategies originally developed for automated and interactive theorem proving. The resulting prototype was successfully evaluated on a corpus of tutorial dialogs and yields good results.Comment: In Proceedings THedu'11, arXiv:1202.453