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Xujie Si

Xujie Si appears in the imported research catalog. Authorship, coauthor and topic links are available while profile ownership is still unclaimed.

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3 published item(s)

preprint2026arXiv

DreamProver: Evolving Transferable Lemma Libraries via a Wake-Sleep Theorem-Proving Agent

We introduce DreamProver, an agentic framework that leverages a "wake-sleep" program induction paradigm to discover reusable lemmas for formal theorem proving. Existing approaches either rely on fixed lemma libraries, which limit adaptability, or synthesize highly specific intermediate lemmas tailored to individual theorems, thereby lacking generality. DreamProver addresses this gap through an iterative two-stage process. In the wake stage, DreamProver attempts to prove theorems from a training set using the current lemma library while proposing new candidate lemmas. In the "sleep" stage, it abstracts, refines, and consolidates these candidates to compress and optimize the library. Through this alternating cycle, DreamProver progressively evolves a compact set of high-level, transferable lemmas that can be effectively used to prove unseen theorems in related domains. Experimental results demonstrate that DreamProver substantially improves proof success rates across a diverse set of mathematical benchmarks, while also producing more concise proofs and reducing computational cost.

preprint2023arXiv

Identifying Different Student Clusters in Functional Programming Assignments: From Quick Learners to Struggling Students

Instructors and students alike are often focused on the grade in programming assignments as a key measure of how well a student is mastering the material and whether a student is struggling. This can be, however, misleading. Especially when students have access to auto-graders, their grades may be heavily skewed. In this paper, we analyze student assignment submission data collected from a functional programming course taught at McGill university incorporating a wide range of features. In addition to the grade, we consider activity time data, time spent, and the number of static errors. This allows us to identify four clusters of students: "Quick-learning", "Hardworking", "Satisficing", and "Struggling" through cluster algorithms. We then analyze how work habits, working duration, the range of errors, and the ability to fix errors impact different clusters of students. This structured analysis provides valuable insights for instructors to actively help different types of students and emphasize different aspects of their overall course design. It also provides insights for students themselves to understand which aspects they still struggle with and allows them to seek clarification and adjust their work habits.