brachial-plexus
发表于 2025-3-27 00:15:57
CoProver: A Recommender System for Proof Construction knowledge stored in the ITP concerning previous proofs. CoProver employs a neurally learnt sequence-based encoding of sequents, capturing long distance relationships between terms and hidden cues therein. We couple CoProver with the Prototype Verification System (PVS) and evaluate its performance o
CRATE
发表于 2025-3-27 04:15:05
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indecipherable
发表于 2025-3-27 09:05:15
Jonas Bayer,Alexey Gonus,Christoph Benzmüller,Dana S. Scott
欲望
发表于 2025-3-27 11:44:24
Marc Berges,Jonas Betzendahl,Abhishek Chugh,Michael Kohlhase,Dominic Lohr,Dennis Müller
流利圆滑
发表于 2025-3-27 15:15:19
Aabid Seeyal Abdul Kharim,T. V. H. Prathamesh,Shweta Rajiv,Rishi Vyasund neolithische Ethnien. Der Widerspruch zwischen der heutigen Aridität und der Tatsache eines Grundwasserexports aus den großen Becken der Ostsahara an dienordafrikanische Küste wird vor dem Hintergrund der geologischen und paläoklimatischen Entwicklung diskutiert..978-3-540-47625-2
割让
发表于 2025-3-27 19:23:21
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人工制品
发表于 2025-3-27 23:25:24
Lecture Notes in Computer Sciencehttp://image.papertrans.cn/i/image/469416.jpg
培养
发表于 2025-3-28 02:39:13
https://doi.org/10.1007/978-3-031-42753-4computer mathematics; formalized mathematics; mathematical libraries; algorithmic mathematics; knowledge
seroma
发表于 2025-3-28 07:29:42
Large-Scale Formal Proof for the Working Mathematician—Lessons Learnt from the ALEXANDRIA Projecteat strides in the formalisation of mathematics and also in some relevant technologies, above all machine learning. Six years of intensive formalisation activity seem to show that even the most advanced results, drawing on multiple fields of mathematics, can be formalised using the tools available today.
观察
发表于 2025-3-28 14:23:41
Learning Support Systems Based on Mathematical Knowledge Managementing problems, this can only be achieved via adaptive, interactive learning support services. In this paper we show how these can be generated by modeling the domain, the learner competencies, and the rhetoric and didactic relations among learning objects, re-using existing technologies and systems of mathematical knowledge management.