John Mackey

Benjamin Przybocki, John Mackey, Marijn J. H. Heule et al.

Ramsey-good graphs are graphs that contain neither a clique of size $s$ nor an independent set of size $t$. We study doubly saturated Ramsey-good graphs, defined as Ramsey-good graphs in which the addition or removal of any edge necessarily creates an $s$-clique or a $t$-independent set. We present a method combining SAT solving with bespoke LLM-generated code to discover infinite families of such graphs, answering a question of Grinstead and Roberts from 1982. In addition, we use LLMs to generate and formalize correctness proofs in Lean. This case study highlights the potential of integrating automated reasoning, large language models, and formal verification to accelerate mathematical discovery. We argue that such tool-driven workflows will play an increasingly central role in experimental mathematics.

Eason Chen, Sophia Judicke, Kayla Beigh et al.

We evaluate GPTutor, an LLM-powered tutoring system for an undergraduate discrete mathematics course. It integrates two LLM-supported tools: a structured proof-review tool that provides embedded feedback on students' written proof attempts, and a chatbot for math questions. In a staggered-access study with 148 students, earlier access was associated with higher homework performance during the interval when only the experimental group could use the system, while we did not observe this performance increase transfer to exam scores. Usage logs show that students with lower self-efficacy and prior exam performance used both components more frequently. Session-level behavioral labels, produced by human coding and scaled using an automated classifier, characterize how students engaged with the chatbot (e.g., answer-seeking or help-seeking). In models controlling for prior performance and self-efficacy, higher chatbot usage and answer-seeking behavior were negatively associated with subsequent midterm performance, whereas proof-review usage showed no detectable independent association. Together, the findings suggest that chatbot-based support alone may not reliably support transfer to independent assessment of math proof-learning outcomes, whereas work-anchored, structured feedback appears less associated with reduced learning.