S. Kim

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2papers

2 Papers

NTJan 30, 2024
Exploring Prime Number Classification: Achieving High Recall Rate and Rapid Convergence with Sparse Encoding

Serin Lee, S. Kim

This paper presents a novel approach at the intersection of machine learning and number theory, focusing on the classification of prime and non-prime numbers. At the core of our research is the development of a highly sparse encoding method, integrated with conventional neural network architectures. This combination has shown promising results, achieving a recall of over 99\% in identifying prime numbers and 79\% for non-prime numbers from an inherently imbalanced sequential series of integers, while exhibiting rapid model convergence before the completion of a single training epoch. We performed training using $10^6$ integers starting from a specified integer and tested on a different range of $2 \times 10^6$ integers extending from $10^6$ to $3 \times 10^6$, offset by the same starting integer. While constrained by the memory capacity of our resources, which limited our analysis to a span of $3\times10^6$, we believe that our study contribute to the application of machine learning in prime number analysis. This work aims to demonstrate the potential of such applications and hopes to inspire further exploration and possibilities in diverse fields.

CYAug 29, 2025
Pilot Study on Generative AI and Critical Thinking in Higher Education Classrooms

W. F. Lamberti, S. R. Lawrence, D. White et al.

Generative AI (GAI) tools have seen rapid adoption in educational settings, yet their role in fostering critical thinking remains underexplored. While previous studies have examined GAI as a tutor for specific lessons or as a tool for completing assignments, few have addressed how students critically evaluate the accuracy and appropriateness of GAI-generated responses. This pilot study investigates students' ability to apply structured critical thinking when assessing Generative AI outputs in introductory Computational and Data Science courses. Given that GAI tools often produce contextually flawed or factually incorrect answers, we designed learning activities that require students to analyze, critique, and revise AI-generated solutions. Our findings offer initial insights into students' ability to engage critically with GAI content and lay the groundwork for more comprehensive studies in future semesters.