Daily Papers

Understanding and reasoning about code semantics is essential for enhancing code LLMs' abilities to solve real-world software engineering (SE) tasks. Although several code reasoning benchmarks exist, most rely on synthetic datasets or educational coding problems and focus on coarse-grained reasoning tasks such as input/output prediction, limiting their effectiveness in evaluating LLMs in practical SE contexts. To bridge this gap, we propose CodeSense, the first benchmark that makes available a spectrum of fine-grained code reasoning tasks concerned with the software engineering of real-world code. We collected Python, C and Java software projects from real-world repositories. We executed tests from these repositories, collected their execution traces, and constructed a ground truth dataset for fine-grained semantic reasoning tasks. We then performed comprehensive evaluations on state-of-the-art LLMs. Our results show a clear performance gap for the models to handle fine-grained reasoning tasks. Although prompting techniques such as chain-of-thought and in-context learning helped, the lack of code semantics in LLMs fundamentally limit models' capabilities of code reasoning. Besides dataset, benchmark and evaluation, our work produced an execution tracing framework and tool set that make it easy to collect ground truth for fine-grained SE reasoning tasks, offering a strong basis for future benchmark construction and model post training. Our code and data are located at https://codesense-bench.github.io/.

Coding problems are problems that require a solution in the form of a computer program. Coding problems are popular among students and professionals as it enhances their skills and career opportunities. An AI system that would help those who practice coding problems would be highly useful and there is a huge potential for such a system. In this work, we propose a model which uses stacking of hyperparameter tuned boosting models to achieve impressive metric scores of 77.8% accuracy and 0.815 PR-AUC on the dataset that was scraped from Codeforces and Leetcode. We open source the dataset and the models developed for this work.

Teaching Computer Science (CS) by having students write programs by hand on paper has key pedagogical advantages: It allows focused learning and requires careful thinking compared to the use of Integrated Development Environments (IDEs) with intelligent support tools or "just trying things out". The familiar environment of pens and paper also lessens the cognitive load of students with no prior experience with computers, for whom the mere basic usage of computers can be intimidating. Finally, this teaching approach opens learning opportunities to students with limited access to computers. However, a key obstacle is the current lack of teaching methods and support software for working with and running handwritten programs. Optical character recognition (OCR) of handwritten code is challenging: Minor OCR errors, perhaps due to varied handwriting styles, easily make code not run, and recognizing indentation is crucial for languages like Python but is difficult to do due to inconsistent horizontal spacing in handwriting. Our approach integrates two innovative methods. The first combines OCR with an indentation recognition module and a language model designed for post-OCR error correction without introducing hallucinations. This method, to our knowledge, surpasses all existing systems in handwritten code recognition. It reduces error from 30\% in the state of the art to 5\% with minimal hallucination of logical fixes to student programs. The second method leverages a multimodal language model to recognize handwritten programs in an end-to-end fashion. We hope this contribution can stimulate further pedagogical research and contribute to the goal of making CS education universally accessible. We release a dataset of handwritten programs and code to support future research at https://github.com/mdoumbouya/codeocr

Although LLMs are increasing the productivity of professional programmers, existing work shows that beginners struggle to prompt LLMs to solve text-to-code tasks. Why is this the case? This paper explores two competing hypotheses about the cause of student-LLM miscommunication: (1) students simply lack the technical vocabulary needed to write good prompts, and (2) students do not understand the extent of information that LLMs need to solve code generation tasks. We study (1) with a causal intervention experiment on technical vocabulary and (2) by analyzing graphs that abstract how students edit prompts and the different failures that they encounter. We find that substance beats style: a poor grasp of technical vocabulary is merely correlated with prompt failure; that the information content of prompts predicts success; that students get stuck making trivial edits; and more. Our findings have implications for the use of LLMs in programming education, and for efforts to make computing more accessible with LLMs.

We introduce a new type of programming challenge called programming puzzles, as an objective and comprehensive evaluation of program synthesis, and release an open-source dataset of Python Programming Puzzles (P3). Each puzzle is defined by a short Python program f, and the goal is to find an input which makes f return True. The puzzles are objective in that each one is specified entirely by the source code of its verifier f, so evaluating f is all that is needed to test a candidate solution. They do not require an answer key or input/output examples, nor do they depend on natural language understanding. The dataset is comprehensive in that it spans problems of a range of difficulties and domains, ranging from trivial string manipulation problems, to classic programming puzzles (e.g., Tower of Hanoi), to interview/competitive-programming problems (e.g., dynamic programming), to longstanding open problems in algorithms and mathematics (e.g., factoring). We develop baseline enumerative program synthesis, GPT-3 and Codex solvers that are capable of solving puzzles -- even without access to any reference solutions -- by learning from their own past solutions. Codex performs best, solving up to 18% of 397 test problems with a single try and 80% of the problems with 1,000 tries per problem. In a small user study, we find a positive correlation between puzzle-solving performance and coding experience, and between the puzzle difficulty for humans and AI solvers. Therefore, further improvements on P3 could have a significant impact on many program synthesis areas.

Since language models (LMs) now outperform average humans on many challenging tasks, it has become increasingly difficult to develop challenging, high-quality, and realistic evaluations. We address this issue by examining LMs' capabilities to generate code for solving real scientific research problems. Incorporating input from scientists and AI researchers in 16 diverse natural science sub-fields, including mathematics, physics, chemistry, biology, and materials science, we created a scientist-curated coding benchmark, SciCode. The problems in SciCode naturally factorize into multiple subproblems, each involving knowledge recall, reasoning, and code synthesis. In total, SciCode contains 338 subproblems decomposed from 80 challenging main problems. It offers optional descriptions specifying useful scientific background information and scientist-annotated gold-standard solutions and test cases for evaluation. Claude3.5-Sonnet, the best-performing model among those tested, can solve only 4.6% of the problems in the most realistic setting. We believe that SciCode demonstrates both contemporary LMs' progress towards becoming helpful scientific assistants and sheds light on the development and evaluation of scientific AI in the future.

Our work presents a novel angle for evaluating language models' (LMs) mathematical abilities, by investigating whether they can discern skills and concepts enabled by math content. We contribute two datasets: one consisting of 385 fine-grained descriptions of K-12 math skills and concepts, or standards, from Achieve the Core (ATC), and another of 9.9K problems labeled with these standards (MathFish). Working with experienced teachers, we find that LMs struggle to tag and verify standards linked to problems, and instead predict labels that are close to ground truth, but differ in subtle ways. We also show that LMs often generate problems that do not fully align with standards described in prompts. Finally, we categorize problems in GSM8k using math standards, allowing us to better understand why some problems are more difficult to solve for models than others.

LLM chatbot interfaces allow students to get instant, interactive assistance with homework, but doing so carelessly may not advance educational objectives. In this study, an interactive homework help system based on DeepSeek R1 is developed and first implemented for students enrolled in a large computer science beginning programming course. In addition to an assist button in a well-known code editor, our assistant also has a feedback option in our command-line automatic evaluator. It wraps student work in a personalized prompt that advances our educational objectives without offering answers straight away. We have discovered that our assistant can recognize students' conceptual difficulties and provide ideas, plans, and template code in pedagogically appropriate ways. However, among other mistakes, it occasionally incorrectly labels the correct student code as incorrect or encourages students to use correct-but-lesson-inappropriate approaches, which can lead to long and frustrating journeys for the students. After discussing many development and deployment issues, we provide our conclusions and future actions.

Timely, personalized feedback is essential for students learning programming. LLM-powered tools like ChatGPT offer instant support, but reveal direct answers with code, which may hinder deep conceptual engagement. We developed CodeAid, an LLM-powered programming assistant delivering helpful, technically correct responses, without revealing code solutions. CodeAid answers conceptual questions, generates pseudo-code with line-by-line explanations, and annotates student's incorrect code with fix suggestions. We deployed CodeAid in a programming class of 700 students for a 12-week semester. A thematic analysis of 8,000 usages of CodeAid was performed, further enriched by weekly surveys, and 22 student interviews. We then interviewed eight programming educators to gain further insights. Our findings reveal four design considerations for future educational AI assistants: D1) exploiting AI's unique benefits; D2) simplifying query formulation while promoting cognitive engagement; D3) avoiding direct responses while encouraging motivated learning; and D4) maintaining transparency and control for students to asses and steer AI responses.

Programming often involves converting detailed and complex specifications into code, a process during which developers typically utilize visual aids to more effectively convey concepts. While recent developments in Large Multimodal Models have demonstrated remarkable abilities in visual reasoning and mathematical tasks, there is little work on investigating whether these models can effectively interpret visual elements for code generation. To this end, we present MMCode, the first multi-modal coding dataset for evaluating algorithmic problem-solving skills in visually rich contexts. MMCode contains 3,548 questions and 6,620 images collected from real-world programming challenges harvested from 10 code competition websites, presenting significant challenges due to the extreme demand for reasoning abilities. Our experiment results show that current state-of-the-art models struggle to solve these problems. The results highlight the lack of powerful vision-code models, and we hope MMCode can serve as an inspiration for future works in this domain. The data and code are publicly available at https://github.com/happylkx/MMCode.

Intelligent tutoring agents powered by large language models (LLMs) have been increasingly explored to deliver personalized guidance in areas such as language learning and science education. However, their capabilities in guiding users to solve complex real-world tasks remain underexplored. To address this limitation, in this work, we focus on coding tutoring, a challenging problem that requires tutors to proactively guide students toward completing predefined coding tasks. We propose a novel agent workflow, Trace-and-Verify (TRAVER), which combines knowledge tracing to estimate a student's knowledge state and turn-by-turn verification to ensure effective guidance toward task completion. We introduce DICT, an automatic evaluation protocol that assesses tutor agents holistically using controlled student simulation and code generation tests. Extensive experiments reveal the challenges of coding tutoring and demonstrate that TRAVER achieves a significantly higher success rate. Although we use code tutoring as an example in this paper, our results and findings can be extended beyond coding, providing valuable insights into advancing tutoring agents for a variety of tasks.

Math word problems are critical K-8 educational tools, but writing them is time-consuming and requires domain expertise. We suggest that language models can support K-8 math education by automatically generating problems at scale. To be educational, generated problems must be 1) solvable, 2) accurate, and 3) appropriate. Existing datasets are unlabeled for these criteria, making them ill-suited for training problem generators. We introduce MATHWELL, a Llama-2 (70B) model iteratively finetuned to generate K-8 math word problems using data from expert annotation. Using MATHWELL, we generate the largest English word problem dataset to date, containing 20,490 problems. 3,484 are scored by domain experts who find MATHWELL has a 40% higher share of problems that have executable solutions and meet all criteria than alternatives, with 74% of its problems with executable solutions being solvable, accurate, and appropriate.

We introduce TACO, an open-source, large-scale code generation dataset, with a focus on the optics of algorithms, designed to provide a more challenging training dataset and evaluation benchmark in the field of code generation models. TACO includes competition-level programming questions that are more challenging, to enhance or evaluate problem understanding and reasoning abilities in real-world programming scenarios. There are 25433 and 1000 coding problems in training and test set, as well as up to 1.55 million diverse solution answers. Moreover, each TACO problem includes several fine-grained labels such as task topics, algorithms, programming skills, and difficulty levels, providing a more precise reference for the training and evaluation of code generation models. The dataset and evaluation scripts are available on Hugging Face Hub (https://huggingface.co/datasets/BAAI/TACO) and Github (https://github.com/FlagOpen/TACO).

Fill-in-the-Middle (FIM) models play a vital role in code completion tasks, leveraging both prefix and suffix context to provide more accurate and contextually relevant suggestions. This paper presents approaches to improve FIM code completion while addressing the challenge of maintaining low latency for real-time coding assistance. We enhance FIM code completion by incorporating context and curriculum examples in the training process. We identify patterns where completion suggestions fail more frequently, revealing complexities that smaller language models struggle with. To address these challenges, we develop a curriculum dataset by extracting hard-to-complete patterns from code repositories and generate context examples using semantic and static analysis tools (e.g. TSC compiler). We fine-tune various sized models, including StarCoder and DeepSeek, on this enhanced dataset. Our evaluation encompasses three key dimensions: the Santa Coder FIM task, the Amazon CCEval benchmark, and a new Multi-Line Infilling evaluation benchmark derived from SWE-bench. Comprehensive ablation studies across multiple model sizes reveal that while all fine-tuned models show improvements, the performance gains are more pronounced for smaller parameter models and incorporating difficult-to-complete examples, as part of curriculum learning, improves the code completion performance. This finding is particularly significant given the latency constraints of code completion tasks. While larger models like GPT and Claude perform well in multi-line completions but are prohibitively challenging to use given high latency, and our fine-tuned models achieve a balance between performance and latency. Finally, we validate our approach through online A/B testing, demonstrating tangible improvements in Completion Acceptance Rate (CAR) and Completion Persistence Rate (CPR), with zero latency impact.

Large Language Models (LLMs) have shown strong performance in solving mathematical problems, with code-based solutions proving particularly effective. However, the best practice to leverage coding instruction data to enhance mathematical reasoning remains underexplored. This study investigates three key questions: (1) How do different coding styles of mathematical code-based rationales impact LLMs' learning performance? (2) Can general-domain coding instructions improve performance? (3) How does integrating textual rationales with code-based ones during training enhance mathematical reasoning abilities? Our findings reveal that code-based rationales with concise comments, descriptive naming, and hardcoded solutions are beneficial, while improvements from general-domain coding instructions and textual rationales are relatively minor. Based on these insights, we propose CoinMath, a learning strategy designed to enhance mathematical reasoning by diversifying the coding styles of code-based rationales. CoinMath generates a variety of code-based rationales incorporating concise comments, descriptive naming conventions, and hardcoded solutions. Experimental results demonstrate that CoinMath significantly outperforms its baseline model, MAmmoTH, one of the SOTA math LLMs.

Advances in natural language processing have resulted in large language models (LLMs) that are capable of generating understandable and sensible written text. Recent versions of these models, such as OpenAI Codex and GPT-3, can generate code and code explanations. However, it is unclear whether and how students might engage with such explanations. In this paper, we report on our experiences generating multiple code explanation types using LLMs and integrating them into an interactive e-book on web software development. We modified the e-book to make LLM-generated code explanations accessible through buttons next to code snippets in the materials, which allowed us to track the use of the explanations as well as to ask for feedback on their utility. Three different types of explanations were available for students for each explainable code snippet; a line-by-line explanation, a list of important concepts, and a high-level summary of the code. Our preliminary results show that all varieties of explanations were viewed by students and that the majority of students perceived the code explanations as helpful to them. However, student engagement appeared to vary by code snippet complexity, explanation type, and code snippet length. Drawing on our experiences, we discuss future directions for integrating explanations generated by LLMs into existing computer science classrooms.

As programmers write code, they often edit and retry multiple times, creating rich "interaction traces" that reveal how they approach coding tasks and provide clues about their level of skill development. For novice programmers in particular, these traces reflect the diverse reasoning processes they employ to code, such as exploratory behavior to understand how a programming concept works, re-strategizing in response to bugs, and personalizing stylistic choices. In this work, we explore what can be learned from training language models on such reasoning traces: not just about code, but about coders, and particularly students learning to program. We introduce a dataset of over 3.8 million programming reasoning traces from users of Pencil Code, a free online educational platform used by students to learn simple programming concepts. Compared to models trained only on final programs or synthetically-generated traces, we find that models trained on real traces are stronger at modeling diverse student behavior. Through both behavioral and probing analyses, we also find that many properties of code traces, such as goal backtracking or number of comments, can be predicted from learned representations of the students who write them. Building on this result, we show that we can help students recover from mistakes by steering code generation models to identify a sequence of edits that will results in more correct code while remaining close to the original student's style. Together, our results suggest that many properties of code are properties of individual students and that training on edit traces can lead to models that are more steerable, more predictive of student behavior while programming, and better at generating programs in their final states. Code and data is available at https://github.com/meghabyte/pencilcode-public

Recent Language Models (LMs) achieve breakthrough performance in code generation when trained on human-authored problems, even solving some competitive-programming problems. Self-play has proven useful in games such as Go, and thus it is natural to ask whether LMs can generate their own instructive programming problems to improve their performance. We show that it is possible for an LM to synthesize programming problems and solutions, which are filtered for correctness by a Python interpreter. The LM's performance is then seen to improve when it is fine-tuned on its own synthetic problems and verified solutions; thus the model 'improves itself' using the Python interpreter. Problems are specified formally as programming puzzles [Schuster et al., 2021], a code-based problem format where solutions can easily be verified for correctness by execution. In experiments on publicly-available LMs, test accuracy more than doubles. This work demonstrates the potential for code LMs, with an interpreter, to generate instructive problems and improve their own performance.

We advocate for a strong integration of Computational Creativity (CC) with research in large language and vision models (LLVMs) to address a key limitation of these models, i.e., creative problem solving. We present preliminary experiments showing how CC principles can be applied to address this limitation. Our goal is to foster discussions on creative problem solving in LLVMs and CC at prestigious ML venues. Our code is available at: https://github.com/lnairGT/creative-problem-solving-LLMs

Programming is a powerful and ubiquitous problem-solving tool. Developing systems that can assist programmers or even generate programs independently could make programming more productive and accessible, yet so far incorporating innovations in AI has proven challenging. Recent large-scale language models have demonstrated an impressive ability to generate code, and are now able to complete simple programming tasks. However, these models still perform poorly when evaluated on more complex, unseen problems that require problem-solving skills beyond simply translating instructions into code. For example, competitive programming problems which require an understanding of algorithms and complex natural language remain extremely challenging. To address this gap, we introduce AlphaCode, a system for code generation that can create novel solutions to these problems that require deeper reasoning. In simulated evaluations on recent programming competitions on the Codeforces platform, AlphaCode achieved on average a ranking of top 54.3% in competitions with more than 5,000 participants. We found that three key components were critical to achieve good and reliable performance: (1) an extensive and clean competitive programming dataset for training and evaluation, (2) large and efficient-to-sample transformer-based architectures, and (3) large-scale model sampling to explore the search space, followed by filtering based on program behavior to a small set of submissions.

Among the hardest tasks for humans are those found in competitive programming where problems require sophisticated algorithmic thinking, puzzle solving, and the creation of effective code. As a domain to assess language models (LMs), it has not received enough attention, though. This study presents the ICPC benchmark, which consists of 254 international collegiate programming contest (ICPC) tasks. Each problem includes official analysis, reference code, and sample, high-quality unit, and hidden tests. We are able to develop and evaluate a variety of LM inference techniques for competitive programming with these resources. With zero-shot chain-of-thought prompting, we find that o1 only achieves a 19.1\% pass@1 solve rate. With our best inference technique, which combines multi-turn self-judge with reflection and retrieval over episodic information, raises this to 42.2\%. Furthermore, we conduct a new human-in-the-loop investigation to gain a deeper understanding of the remaining difficulties. Surprisingly, we discover that o1 can solve 17 out of 18 problems that were previously unsolvable by any model or technique with just a few specific instructions. A footstep toward LMs with grounded, imaginative, and algorithmic thinking is provided by our quantitative findings and qualitative research. We open-source our code and data at https://github.com/kraritt/zolve.

Code language models have emerged as useful tools for various programming tasks, yet they often struggle when it comes to complex ones. In this paper, we explore the potential of curriculum learning in enhancing the performance of these models. While prior research has suggested that curriculum learning does not necessarily help in improving the performance of language models, our results surprisingly show that this may not be the case for code language models. We demonstrate that a well-designed curriculum learning approach significantly improves the accuracy of small decoder-only code language models on the task of code execution, while its effect on code completion is less significant. To explore the potential of curriculum learning, we train multiple GPT models with 1 million parameters each to predict the next token and evaluate them on code completion and execution tasks. Our contributions include proposing a novel code difficulty assessment metric by combining software code measures, investigating the effectiveness of Curriculum Learning for code language models, and introducing a Novel Curriculum Learning schedule that enhances the performance of small decoder-only language models in code execution tasks. The results of this paper open the door for more research on the use of curriculum learning for code language models.

We consider the task of mapping pseudocode to long programs that are functionally correct. Given test cases as a mechanism to validate programs, we search over the space of possible translations of the pseudocode to find a program that passes the validation. However, without proper credit assignment to localize the sources of program failures, it is difficult to guide search toward more promising programs. We propose to perform credit assignment based on signals from compilation errors, which constitute 88.7% of program failures. Concretely, we treat the translation of each pseudocode line as a discrete portion of the program, and whenever a synthesized program fails to compile, an error localization method tries to identify the portion of the program responsible for the failure. We then focus search over alternative translations of the pseudocode for those portions. For evaluation, we collected the SPoC dataset (Search-based Pseudocode to Code) containing 18,356 programs with human-authored pseudocode and test cases. Under a budget of 100 program compilations, performing search improves the synthesis success rate over using the top-one translation of the pseudocode from 25.6% to 44.7%.

Code LLMs are being rapidly deployed and there is evidence that they can make professional programmers more productive. Current benchmarks for code generation measure whether models generate correct programs given an expert prompt. In this paper, we present a new benchmark containing multiple prompts per problem, written by a specific population of non-expert prompters: beginning programmers. StudentEval contains 1,749 prompts for 48 problems, written by 80 students who have only completed one semester of Python programming. Our students wrote these prompts while working interactively with a Code LLM, and we observed very mixed success rates. We use StudentEval to evaluate 5 Code LLMs and find that StudentEval is a better discriminator of model performance than existing benchmarks. We analyze the prompts and find significant variation in students' prompting techniques. We also find that nondeterministic LLM sampling could mislead students into thinking that their prompts are more (or less) effective than they actually are, which has implications for how to teach with Code LLMs.

Large Language Models (LLMs) have shown great success in code generation. LLMs take as the input a prompt and output the code. A key question is how to make prompts (i.e., Prompting Techniques). Existing prompting techniques are designed for natural language generation and have low accuracy in code generation. In this paper, we propose a new prompting technique named AceCoder. Our motivation is that code generation meets two unique challenges (i.e., requirement understanding and code implementation). AceCoder contains two novel mechanisms (i.e., guided code generation and example retrieval) to solve these challenges. (1) Guided code generation asks LLMs first to analyze requirements and output an intermediate preliminary (e.g., test cases). The preliminary is used to clarify requirements and tell LLMs "what to write". (2) Example retrieval selects similar programs as examples in prompts, which provide lots of relevant content (e.g., algorithms, APIs) and teach LLMs "how to write". We apply AceCoder to three LLMs (e.g., Codex) and evaluate it on three public benchmarks using the Pass@k. Results show that AceCoder can significantly improve the performance of LLMs on code generation. (1) In terms of Pass@1, AceCoder outperforms the state-of-the-art baseline by up to 56.4% in MBPP, 70.7% in MBJP, and 88.4% in MBJSP. (2) AceCoder is effective in LLMs with different sizes (i.e., 6B to 13B) and different languages (i.e., Python, Java, and JavaScript). (3) Human evaluation shows human developers prefer programs from AceCoder.

Large Language Models have achieved strong performance on reasoning tasks, solving competition-level coding and math problems. However, their scalability is limited by human-labeled datasets and the lack of large-scale, challenging coding problem training data. Existing competitive coding datasets contain only thousands to tens of thousands of problems. Previous synthetic data generation methods rely on either augmenting existing instruction datasets or selecting challenging problems from human-labeled data. In this paper, we propose QueST, a novel framework which combines difficulty-aware graph sampling and difficulty-aware rejection fine-tuning that directly optimizes specialized generators to create challenging coding problems. Our trained generators demonstrate superior capability compared to even GPT-4o at creating challenging problems that benefit downstream performance. We leverage QueST to generate large-scale synthetic coding problems, which we then use to distill from strong teacher models with long chain-of-thought or to conduct reinforcement learning for smaller models, proving effective in both scenarios. Our distillation experiments demonstrate significant performance gains. Specifically, after fine-tuning Qwen3-8B-base on 100K difficult problems generated by QueST, we surpass the performance of the original Qwen3-8B on LiveCodeBench. With an additional 112K examples (i.e., 28K human-written problems paired with multiple synthetic solutions), our 8B model matches the performance of the much larger DeepSeek-R1-671B. These findings indicate that generating complex problems via QueST offers an effective and scalable approach to advancing the frontiers of competitive coding and reasoning for large language models.

Source code is rarely written in isolation. It depends significantly on the programmatic context, such as the class that the code would reside in. To study this phenomenon, we introduce the task of generating class member functions given English documentation and the programmatic context provided by the rest of the class. This task is challenging because the desired code can vary greatly depending on the functionality the class provides (e.g., a sort function may or may not be available when we are asked to "return the smallest element" in a particular member variable list). We introduce CONCODE, a new large dataset with over 100,000 examples consisting of Java classes from online code repositories, and develop a new encoder-decoder architecture that models the interaction between the method documentation and the class environment. We also present a detailed error analysis suggesting that there is significant room for future work on this task.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

We analyzed effectiveness of three generative pre-trained transformer (GPT) models in answering multiple-choice question (MCQ) assessments, often involving short snippets of code, from introductory and intermediate programming courses at the postsecondary level. This emerging technology stirs countless discussions of its potential uses (e.g., exercise generation, code explanation) as well as misuses in programming education (e.g., cheating). However, the capabilities of GPT models and their limitations to reason about and/or analyze code in educational settings have been under-explored. We evaluated several OpenAI's GPT models on formative and summative MCQ assessments from three Python courses (530 questions). We found that MCQs containing code snippets are not answered as successfully as those that only contain natural language. While questions requiring to fill-in a blank in the code or completing a natural language statement about the snippet are handled rather successfully, MCQs that require analysis and/or reasoning about the code (e.g., what is true/false about the snippet, or what is its output) appear to be the most challenging. These findings can be leveraged by educators to adapt their instructional practices and assessments in programming courses, so that GPT becomes a valuable assistant for a learner as opposed to a source of confusion and/or potential hindrance in the learning process.

We propose Step-by-Step Coding (SBSC): a multi-turn math reasoning framework that enables Large Language Models (LLMs) to generate sequence of programs for solving Olympiad level math problems. At each step/turn, by leveraging the code execution outputs and programs of previous steps, the model generates the next sub-task and the corresponding program to solve it. This way, SBSC, sequentially navigates to reach the final answer. SBSC allows more granular, flexible and precise approach to problem-solving compared to existing methods. Extensive experiments highlight the effectiveness of SBSC in tackling competition and Olympiad-level math problems. For Claude-3.5-Sonnet, we observe SBSC (greedy decoding) surpasses existing state-of-the-art (SOTA) program generation based reasoning strategies by absolute 10.7% on AMC12, 8% on AIME and 12.6% on MathOdyssey. Given SBSC is multi-turn in nature, we also benchmark SBSC's greedy decoding against self-consistency decoding results of existing SOTA math reasoning strategies and observe performance gain by absolute 6.2% on AMC, 6.7% on AIME and 7.4% on MathOdyssey.

Semantic code search is the task of retrieving relevant code given a natural language query. While related to other information retrieval tasks, it requires bridging the gap between the language used in code (often abbreviated and highly technical) and natural language more suitable to describe vague concepts and ideas. To enable evaluation of progress on code search, we are releasing the CodeSearchNet Corpus and are presenting the CodeSearchNet Challenge, which consists of 99 natural language queries with about 4k expert relevance annotations of likely results from CodeSearchNet Corpus. The corpus contains about 6 million functions from open-source code spanning six programming languages (Go, Java, JavaScript, PHP, Python, and Ruby). The CodeSearchNet Corpus also contains automatically generated query-like natural language for 2 million functions, obtained from mechanically scraping and preprocessing associated function documentation. In this article, we describe the methodology used to obtain the corpus and expert labels, as well as a number of simple baseline solutions for the task. We hope that CodeSearchNet Challenge encourages researchers and practitioners to study this interesting task further and will host a competition and leaderboard to track the progress on the challenge. We are also keen on extending CodeSearchNet Challenge to more queries and programming languages in the future.

We introduce a new challenge to test the STEM skills of neural models. The problems in the real world often require solutions, combining knowledge from STEM (science, technology, engineering, and math). Unlike existing datasets, our dataset requires the understanding of multimodal vision-language information of STEM. Our dataset features one of the largest and most comprehensive datasets for the challenge. It includes 448 skills and 1,073,146 questions spanning all STEM subjects. Compared to existing datasets that often focus on examining expert-level ability, our dataset includes fundamental skills and questions designed based on the K-12 curriculum. We also add state-of-the-art foundation models such as CLIP and GPT-3.5-Turbo to our benchmark. Results show that the recent model advances only help master a very limited number of lower grade-level skills (2.5% in the third grade) in our dataset. In fact, these models are still well below (averaging 54.7%) the performance of elementary students, not to mention near expert-level performance. To understand and increase the performance on our dataset, we teach the models on a training split of our dataset. Even though we observe improved performance, the model performance remains relatively low compared to average elementary students. To solve STEM problems, we will need novel algorithmic innovations from the community.

Since the emergence of Large Language Models (LLMs) popularized by the release of GPT-3 and ChatGPT, LLMs have shown remarkable promise in programming-related tasks. While code generation using LLMs has become a popular field of research, code evaluation using LLMs remains under-explored. In this paper, we focus on LLM-based code evaluation and attempt to fill in the existing gaps. We propose multi-agentic novel approaches using question-specific rubrics tailored to the problem statement, arguing that these perform better for logical assessment than the existing approaches that use question-agnostic rubrics. To address the lack of suitable evaluation datasets, we introduce two datasets: a Data Structures and Algorithms dataset containing 150 student submissions from a popular Data Structures and Algorithms practice website, and an Object Oriented Programming dataset comprising 80 student submissions from undergraduate computer science courses. In addition to using standard metrics (Spearman Correlation, Cohen's Kappa), we additionally propose a new metric called as Leniency, which quantifies evaluation strictness relative to expert assessment. Our comprehensive analysis demonstrates that question-specific rubrics significantly enhance logical assessment of code in educational settings, providing better feedback aligned with instructional goals beyond mere syntactic correctness.

With the increasing code reasoning capabilities of existing large language models (LLMs) and breakthroughs in reasoning models like OpenAI o1 and o3, there is a growing need to develop more challenging and comprehensive benchmarks that effectively test their sophisticated competition-level coding abilities. Existing benchmarks, like LiveCodeBench and USACO, fall short due to the unavailability of private test cases, lack of support for special judges, and misaligned execution environments. To bridge this gap, we introduce CodeElo, a standardized competition-level code generation benchmark that effectively addresses all these challenges for the first time. CodeElo benchmark is mainly based on the official CodeForces platform and tries to align with the platform as much as possible. We compile the recent six months of contest problems on CodeForces with detailed information such as contest divisions, problem difficulty ratings, and problem algorithm tags. We introduce a unique judging method in which problems are submitted directly to the platform and develop a reliable Elo rating calculation system that aligns with the platform and is comparable with human participants but has lower variance. By testing on our CodeElo, we provide the Elo ratings of 30 existing popular open-source and 3 proprietary LLMs for the first time. The results show that o1-mini and QwQ-32B-Preview stand out significantly, achieving Elo ratings of 1578 and 1261, respectively, while other models struggle even with the easiest problems, placing in the lowest 20 percent among all human participants. Detailed analysis experiments are also conducted to provide insights into performance across algorithms and comparisons between using C++ and Python, which can suggest directions for future studies.

In this paper, we introduce CodingTeachLLM, a large language model (LLM) designed for coding teaching. Specially, we aim to enhance the coding ability of LLM and lead it to better teaching mode in education context. Thus, we propose an end-to-end prior-based three-phases supervised fine-tuned model, which is proved more competitive than traditional fine-tuning method. More specifically, our model realizes the structural disassembly and incremental guided output of educational knowledge. To this end, we robustify data classification of three types via a sampler and overlap estimation neural network, and inject the preprocessing datasets into pre-trained model in three batches for LORA fine-tuning. Then, we design a prior module couples system prompt, vector databases, and abstract syntax tree task segmentation. Finally, the compression method and regularization constraint are applied to the prior-based fine-tuned model, followed by text filter at the output end to obtain incremental guided results. Our model represents the first research effort to truly embody the tutor role with the features of abundant educational knowledge, step-by-step incremental guided outputs and non-disclosure of answers. Extensive experiments report that our model also achieves state-of-the-art in code abilities compared to open-source models, reaching an impressive 75.10% on the HumanEval (@pass 1) benchmark. Additionally, our model maintains strong conversational capabilities, with the 13B quantized version achieving scores of 56.34, 50.60, and 45.27 respectively on the MMLU, C-Eval, and AGIEval (5 shot) dialogue evaluation benchmarks.

This study explores the performance of large language models (LLMs) in solving competitive programming problems from the Romanian Informatics Olympiad at the county level. Romania, a leading nation in computer science competitions, provides an ideal environment for evaluating LLM capabilities due to its rich history and stringent competition standards. We collected and analyzed a dataset comprising 304 challenges from 2002 to 2023, focusing on solutions written by LLMs in C++ and Python for these problems. Our primary goal is to understand why LLMs perform well or poorly on different tasks. We evaluated various models, including closed-source models like GPT-4 and open-weight models such as CodeLlama and RoMistral, using a standardized process involving multiple attempts and feedback rounds. The analysis revealed significant variations in LLM performance across different grades and problem types. Notably, GPT-4 showed strong performance, indicating its potential use as an educational tool for middle school students. We also observed differences in code quality and style across various LLMs

Many students struggle with math word problems (MWPs), often finding it difficult to identify key information and select the appropriate mathematical operations.Schema-based instruction (SBI) is an evidence-based strategy that helps students categorize problems based on their structure, improving problem-solving accuracy. Building on this, we propose a Schema-Based Instruction Retrieval-Augmented Generation (SBI-RAG) framework that incorporates a large language model (LLM).Our approach emphasizes step-by-step reasoning by leveraging schemas to guide solution generation. We evaluate its performance on the GSM8K dataset, comparing it with GPT-4 and GPT-3.5 Turbo, and introduce a "reasoning score" metric to assess solution quality. Our findings suggest that SBI-RAG enhances reasoning clarity and problem-solving accuracy, potentially providing educational benefits for students

Effective mathematics education requires identifying and responding to students' mistakes. For AI to support pedagogical applications, models must perform well across different levels of student proficiency. Our work provides an extensive, year-long snapshot of how 11 vision-language models (VLMs) perform on DrawEduMath, a QA benchmark involving real students' handwritten, hand-drawn responses to math problems. We find that models' weaknesses concentrate on a core component of math education: student error. All evaluated VLMs underperform when describing work from students who require more pedagogical help, and across all QA, they struggle the most on questions related to assessing student error. Thus, while VLMs may be optimized to be math problem solving experts, our results suggest that they require alternative development incentives to adequately support educational use cases.

Crossword puzzles are popular linguistic games often used as tools to engage students in learning. Educational crosswords are characterized by less cryptic and more factual clues that distinguish them from traditional crossword puzzles. Despite there exist several publicly available clue-answer pair databases for traditional crosswords, educational clue-answer pairs datasets are missing. In this article, we propose a methodology to build educational clue generation datasets that can be used to instruct Large Language Models (LLMs). By gathering from Wikipedia pages informative content associated with relevant keywords, we use Large Language Models to automatically generate pedagogical clues related to the given input keyword and its context. With such an approach, we created clue-instruct, a dataset containing 44,075 unique examples with text-keyword pairs associated with three distinct crossword clues. We used clue-instruct to instruct different LLMs to generate educational clues from a given input content and keyword. Both human and automatic evaluations confirmed the quality of the generated clues, thus validating the effectiveness of our approach.

Recent large language models (LLMs) have shown indications of mathematical reasoning ability. However it has not been clear how they would fare on more challenging competition-level problems. And while self-generated verbalizations of intermediate reasoning steps (i.e., chain-of-thought prompting) have been shown to be helpful, whether LLMs can make use of helpful side information such as problem-specific hints has not been investigated before. In this paper, we propose a challenging benchmark dataset for enabling such analyses. The Concept and Hint-Annotated Math Problems (CHAMP) consists of high school math competition problems, annotated with concepts, or general math facts, and hints, or problem-specific tricks. These annotations allow us to explore the effects of additional information, such as relevant hints, misleading concepts, or related problems. This benchmark is difficult, with the best model only scoring 58.1% in standard settings. With concepts and hints, performance sometimes improves, indicating that some models can make use of such side information. We further annotate model-generated solutions for their correctness. Using this corpus, we find that models often arrive at the correct final answer through wrong reasoning steps. In addition, we test whether models are able to verify these solutions, and find that most models struggle. The dataset and code are available on the project website.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

A persistent challenge in accessible computing is ensuring developers produce web UI code that supports assistive technologies. Despite numerous specialized accessibility tools, novice developers often remain unaware of them, leading to ~96% of web pages that contain accessibility violations. AI coding assistants, such as GitHub Copilot, could offer potential by generating accessibility-compliant code, but their impact remains uncertain. Our formative study with 16 developers without accessibility training revealed three key issues in AI-assisted coding: failure to prompt AI for accessibility, omitting crucial manual steps like replacing placeholder attributes, and the inability to verify compliance. To address these issues, we developed CodeA11y, a GitHub Copilot Extension, that suggests accessibility-compliant code and displays manual validation reminders. We evaluated it through a controlled study with another 20 novice developers. Our findings demonstrate its effectiveness in guiding novice developers by reinforcing accessibility practices throughout interactions, representing a significant step towards integrating accessibility into AI coding assistants.

Code search is an important task that has seen many developments in recent years. However, previous attempts have mostly considered the problem of searching for code by a text query. We argue that using a code snippet (and possibly an associated traceback) as a query and looking for answers with bugfixing instructions and code samples is a natural use case that is not covered by existing approaches. Moreover, existing datasets use comments extracted from code rather than full-text descriptions as text, making them unsuitable for this use case. We present a new SearchBySnippet dataset implementing the search-by-code use case based on StackOverflow data; it turns out that in this setting, existing architectures fall short of the simplest BM25 baseline even after fine-tuning. We present a new single encoder model SnippeR that outperforms several strong baselines on the SearchBySnippet dataset with a result of 0.451 Recall@10; we propose the SearchBySnippet dataset and SnippeR as a new important benchmark for code search evaluation.

Competitive programming problems increasingly serve as valuable benchmarks to evaluate the coding capabilities of large language models (LLMs) due to their complexity and ease of verification. Yet, current coding benchmarks face limitations such as lack of exceptionally challenging problems, insufficient test case coverage, reliance on online platform APIs that limit accessibility. To address these issues, we introduce LiveOIBench, a comprehensive benchmark featuring 403 expert-curated Olympiad-level competitive programming problems, each with an average of 60 expert-designed test cases. The problems are sourced directly from 72 official Informatics Olympiads in different regions conducted between 2023 and 2025. LiveOIBench distinguishes itself through four key features: (1) meticulously curated high-quality tasks with detailed subtask rubrics and extensive private test cases; (2) direct integration of elite contestant performance data to enable informative comparison against top-performing humans; (3) planned continuous, contamination-free updates from newly released Olympiad problems; and (4) a self-contained evaluation system facilitating offline and easy-to-reproduce assessments. Benchmarking 32 popular general-purpose and reasoning LLMs, we find that GPT-5 achieves a notable 81.76th percentile, a strong result that nonetheless falls short of top human contestant performance, who usually place above 90th. In contrast, among open-weight reasoning models, GPT-OSS-120B achieves only a 60th percentile, underscoring significant capability disparities from frontier closed models. Detailed analyses indicate that robust reasoning models prioritize precise problem analysis over excessive exploration, suggesting future models should emphasize structured analysis and minimize unnecessary exploration. All data, code, and leaderboard results will be made publicly available on our website.

This study aims to explore the implementation of Natural Language Processing (NLP) and machine learning (ML) techniques to automate the coding of medical letters with visualised explainability and light-weighted local computer settings. Currently in clinical settings, coding is a manual process that involves assigning codes to each condition, procedure, and medication in a patient's paperwork (e.g., 56265001 heart disease using SNOMED CT code). There are preliminary research on automatic coding in this field using state-of-the-art ML models; however, due to the complexity and size of the models, the real-world deployment is not achieved. To further facilitate the possibility of automatic coding practice, we explore some solutions in a local computer setting; in addition, we explore the function of explainability for transparency of AI models. We used the publicly available MIMIC-III database and the HAN/HLAN network models for ICD code prediction purposes. We also experimented with the mapping between ICD and SNOMED CT knowledge bases. In our experiments, the models provided useful information for 97.98\% of codes. The result of this investigation can shed some light on implementing automatic clinical coding in practice, such as in hospital settings, on the local computers used by clinicians , project page https://github.com/Glenj01/Medical-Coding.

For blind and low-vision (BLV) individuals, digital math communication is uniquely difficult due to the lack of accessible tools. Currently, the state of the art is either code-based, like LaTeX, or WYSIWYG, like visual editors. However, both paradigms view math communication as primarily a visual typesetting problem, and may be accessible but difficult to use. In this paper, we present an equation editor that is built from the ground up with BLV accessibility in mind. Specifically, we notice that two of the biggest barriers with current technology are the high cognitive load and the lack of spatial relationships. Thus, we build an editor that uses spatial audio cues, muscle memory, tones, and more intuitive navigation to properly contextualize math equations. We discuss how this new paradigm can enable new levels of math communication, engagement, and literacy. Finally, we discuss natural next steps.

Competitive programming benchmarks are widely used in scenarios such as programming contests and large language model assessments. However, the growing presence of duplicate or highly similar problems raises concerns not only about competition fairness, but also about the validity of competitive programming as a benchmark for model evaluation. In this paper, we propose a new problem -- similar question retrieval -- to address this issue. Due to the lack of both data and models, solving this problem is challenging. To this end, we introduce CPRet, a retrieval-oriented benchmark suite for competitive programming, covering four retrieval tasks: two code-centric (i.e., Text-to-Code and Code-to-Code) and two newly proposed problem-centric tasks (i.e., Problem-to-Duplicate and Simplified-to-Full), built from a combination of automatically crawled problem-solution data and manually curated annotations. Our contribution includes both high-quality training data and temporally separated test sets for reliable evaluation. In addition, we develop two task-specialized retrievers based on this dataset: CPRetriever-Code, trained with a novel Group-InfoNCE loss for problem-code alignment, and CPRetriever-Prob, fine-tuned for identifying problem-level similarity. Both models achieve strong results and are open-sourced for local use. Finally, we analyze LiveCodeBench and find that high-similarity problems inflate model pass rates and reduce differentiation, underscoring the need for similarity-aware evaluation in future benchmarks. Code and data are available at: https://github.com/coldchair/CPRet

In this work, we make the first attempt to evaluate LLMs in a more challenging code generation scenario, i.e. class-level code generation. We first manually construct the first class-level code generation benchmark ClassEval of 100 class-level Python code generation tasks with approximately 500 person-hours. Based on it, we then perform the first study of 11 state-of-the-art LLMs on class-level code generation. Based on our results, we have the following main findings. First, we find that all existing LLMs show much worse performance on class-level code generation compared to on standalone method-level code generation benchmarks like HumanEval; and the method-level coding ability cannot equivalently reflect the class-level coding ability among LLMs. Second, we find that GPT-4 and GPT-3.5 still exhibit dominate superior than other LLMs on class-level code generation, and the second-tier models includes Instruct-Starcoder, Instruct-Codegen, and Wizardcoder with very similar performance. Third, we find that generating the entire class all at once (i.e. holistic generation strategy) is the best generation strategy only for GPT-4 and GPT-3.5, while method-by-method generation (i.e. incremental and compositional) is better strategies for the other models with limited ability of understanding long instructions and utilizing the middle information. Lastly, we find the limited model ability of generating method-dependent code and discuss the frequent error types in generated classes. Our benchmark is available at https://github.com/FudanSELab/ClassEval.

Large language models (LLMs) have demonstrated unparalleled prowess in mimicking human-like text generation and processing. Among the myriad of applications that benefit from LLMs, automated code generation is increasingly promising. The potential to transform natural language prompts into executable code promises a major shift in software development practices and paves the way for significant reductions in manual coding efforts and the likelihood of human-induced errors. This paper reports the results of a study that evaluates the performance of various LLMs, such as Bard, ChatGPT-3.5, ChatGPT-4, and Claude-2, in generating Python for coding problems. We focus on how levels of prompt specificity impact the accuracy, time efficiency, and space efficiency of the generated code. A benchmark of 104 coding problems, each with four types of prompts with varying degrees of tests and specificity, was employed to examine these aspects comprehensively. Our results indicate significant variations in performance across different LLMs and prompt types, and its key contribution is to reveal the ideal prompting strategy for creating accurate Python functions. This study lays the groundwork for further research in LLM capabilities and suggests practical implications for utilizing LLMs in automated code generation tasks and test-driven development.

ICD Coding aims to assign a wide range of medical codes to a medical text document, which is a popular and challenging task in the healthcare domain. To alleviate the problems of long-tail distribution and the lack of annotations of code-specific evidence, many previous works have proposed incorporating code knowledge to improve coding performance. However, existing methods often focus on a single type of knowledge and design specialized modules that are complex and incompatible with each other, thereby limiting their scalability and effectiveness. To address this issue, we propose GKI-ICD, a novel, general knowledge injection framework that integrates three key types of knowledge, namely ICD Description, ICD Synonym, and ICD Hierarchy, without specialized design of additional modules. The comprehensive utilization of the above knowledge, which exhibits both differences and complementarity, can effectively enhance the ICD coding performance. Extensive experiments on existing popular ICD coding benchmarks demonstrate the effectiveness of GKI-ICD, which achieves the state-of-the-art performance on most evaluation metrics. Code is available at https://github.com/xuzhang0112/GKI-ICD.

As large language models (LLMs) advance their mathematical capabilities toward the IMO level, the scarcity of challenging, high-quality problems for training and evaluation has become a significant bottleneck. Simultaneously, recent code agents have demonstrated sophisticated skills in agentic coding and reasoning, suggesting that code execution can serve as a scalable environment for mathematical experimentation. In this paper, we investigate the potential of code agents to autonomously evolve existing math problems into more complex variations. We introduce a multi-agent framework designed to perform problem evolution while validating the solvability and increased difficulty of the generated problems. Our experiments demonstrate that, given sufficient test-time exploration, code agents can synthesize new, solvable problems that are structurally distinct from and more challenging than the originals. This work provides empirical evidence that code-driven agents can serve as a viable mechanism for synthesizing high-difficulty mathematical reasoning problems within scalable computational environments. Our data is available at https://github.com/TarferSoul/Code2Math.

We introduce Sabi\'a-2, a family of large language models trained on Portuguese texts. The models are evaluated on a diverse range of exams, including entry-level tests for Brazilian universities, professional certification exams, and graduate-level exams for various disciplines such as accounting, economics, engineering, law and medicine. Our results reveal that our best model so far, Sabi\'a-2 Medium, matches or surpasses GPT-4's performance in 23 out of 64 exams and outperforms GPT-3.5 in 58 out of 64 exams. Notably, specialization has a significant impact on a model's performance without the need to increase its size, allowing us to offer Sabi\'a-2 Medium at a price per token that is 10 times cheaper than GPT-4. Finally, we identified that math and coding are key abilities that need improvement.

We present the Chinese Elementary School Math Word Problems (CMATH) dataset, comprising 1.7k elementary school-level math word problems with detailed annotations, source from actual Chinese workbooks and exams. This dataset aims to provide a benchmark tool for assessing the following question: to what grade level of elementary school math do the abilities of popular large language models (LLMs) correspond? We evaluate a variety of popular LLMs, including both commercial and open-source options, and discover that only GPT-4 achieves success (accuracy geq 60\%) across all six elementary school grades, while other models falter at different grade levels. Furthermore, we assess the robustness of several top-performing LLMs by augmenting the original problems in the CMATH dataset with distracting information. Our findings reveal that GPT-4 is able to maintains robustness, while other model fail. We anticipate that our study will expose limitations in LLMs' arithmetic and reasoning capabilities, and promote their ongoing development and advancement.

Signal Processing (SP) and Machine Learning (ML) rely on good math and coding knowledge, in particular, linear algebra, probability, trigonometry, and complex numbers. A good grasp of these relies on scalar algebra learned in middle school. The ability to understand and use scalar algebra well, in turn, relies on a good foundation in basic arithmetic. Because of various systemic barriers, many students are not able to build a strong foundation in arithmetic in elementary school. This leads them to struggle with algebra and everything after that. Since math learning is cumulative, the gap between those without a strong early foundation and everyone else keeps increasing over the school years and becomes difficult to fill in college. In this article we discuss how SP faculty, students, and professionals can play an important role in starting, and participating in, university-run, or other, out-of-school math support programs to supplement students' learning. Two example programs run by the authors, CyMath at Iowa State and Algebra by 7th Grade (Ab7G) at Purdue, and one run by the Actuarial Foundation, are described. We conclude with providing some simple zero-cost suggestions for public schools that, if adopted, could benefit a much larger number of students than what out-of-school programs can reach.

Writing competitive programming problems is exacting. Authors must: set constraints, input distributions, and edge cases that rule out shortcuts; target specific algorithms (e.g., max-flow, dynamic programming, data structures); and calibrate complexity beyond the reach of most competitors. We argue that this makes for an ideal test of general large language model capabilities and study whether they can do this reliably. We introduce AutoCode, which uses multiple rounds of validation to yield competition-grade problem statements and test cases. On held-out problems, AutoCode test suites approach 99% consistency with official judgments, a significant improvement over current state-of-the-art methods like HardTests, which achieve less than 81%. Furthermore, starting with a random seed problem, AutoCode can create novel variants with reference and brute-force solutions. By cross-verifying these generated solutions against test cases, we can further filter out malformed problems. Our system ensures high correctness, as verified by human experts. AutoCode successfully produces novel problems judged by Grandmaster-level (top 0.3%) competitive programmers to be of contest quality.

Large language models of code (Code-LLMs) have recently brought tremendous advances to code completion, a fundamental feature of programming assistance and code intelligence. However, most existing works ignore the possible presence of bugs in the code context for generation, which are inevitable in software development. Therefore, we introduce and study the buggy-code completion problem, inspired by the realistic scenario of real-time code suggestion where the code context contains potential bugs -- anti-patterns that can become bugs in the completed program. To systematically study the task, we introduce two datasets: one with synthetic bugs derived from semantics-altering operator changes (buggy-HumanEval) and one with realistic bugs derived from user submissions to coding problems (buggy-FixEval). We find that the presence of potential bugs significantly degrades the generation performance of the high-performing Code-LLMs. For instance, the passing rates of CodeGen-2B-mono on test cases of buggy-HumanEval drop more than 50% given a single potential bug in the context. Finally, we investigate several post-hoc methods for mitigating the adverse effect of potential bugs and find that there remains a large gap in post-mitigation performance.

Code embedding models attract increasing attention due to the widespread popularity of retrieval-augmented generation (RAG) in software development. These models are expected to capture the rich semantic relationships inherent to code, which differ significantly from those found in text. However, existing models remain severely limited due to the scarcity of high-quality training data. In this work, we introduce CodeR (Code Retrieval), a state-of-the-art embedding model for general-purpose code retrieval. The superior performance of CodeR is built upon CodeR-Pile, a large-scale synthetic dataset constructed under the DRU (Diversity, Reliability, Usability) principle via a novel data synthesis pipeline. To optimize training effectiveness, we propose Annealing, a curriculum learning strategy that enables effective knowledge transfer across heterogeneous sources of data. We evaluate CodeR based on 16 diverse code retrieval tasks, where it significantly outperforms existing baselines and exhibits strong out-of-domain generalization performance. We have publicly released our code and the well-trained model to facilitate further research in this critical area. https://github.com/FlagOpen/FlagEmbedding/tree/master/research/BGE_Coder.

This paper describes the challenges that deaf and hard of hearing people face with creating accessible multimedia content, such as portfolios, instructional videos and video presentations. Unlike content consumption, the process of content creation itself remains highly inaccessible, creating barriers to employment in all stages of recruiting, hiring, and carrying out assigned job duties. Overcoming these barriers incurs a "deaf content creation tax" that translates into requiring significant additional time and resources to produce content equivalent to what a non-disabled person would produce. We highlight this process and associated challenges through real-world examples experienced by the authors, and provide guidance and recommendations for addressing them.

Existing evaluation benchmarks of language models of code (code LMs) focus almost exclusively on whether the LMs can generate functionally-correct code. In real-world software engineering, developers think beyond functional correctness. They have requirements on "how" a functionality should be implemented to meet overall system design objectives like efficiency, security, and maintainability. They would also trust the code LMs more if the LMs demonstrate robust understanding of requirements and code semantics. We propose a new benchmark NoFunEval to evaluate code LMs on non-functional requirements and simple classification instances for both functional and non-functional requirements. We propose a prompting method, Coding Concepts (CoCo), as a way for a developer to communicate the domain knowledge to the LMs. We conduct an extensive evaluation of twenty-two code LMs. Our finding is that they generally falter when tested on our benchmark, hinting at fundamental blindspots in their training setups. Surprisingly, even the classification accuracy on functional-correctness instances derived from the popular HumanEval benchmark is low, calling in question the depth of their comprehension and the source of their success in generating functionally-correct code in the first place. We will release our benchmark and evaluation scripts publicly at https://aka.ms/NoFunEval.

Students frequently make mistakes while solving mathematical problems, and traditional error correction methods are both time-consuming and labor-intensive. This paper introduces an innovative Virtual AI Teacher system designed to autonomously analyze and correct student Errors (VATE). Leveraging advanced large language models (LLMs), the system uses student drafts as a primary source for error analysis, which enhances understanding of the student's learning process. It incorporates sophisticated prompt engineering and maintains an error pool to reduce computational overhead. The AI-driven system also features a real-time dialogue component for efficient student interaction. Our approach demonstrates significant advantages over traditional and machine learning-based error correction methods, including reduced educational costs, high scalability, and superior generalizability. The system has been deployed on the Squirrel AI learning platform for elementary mathematics education, where it achieves 78.3\% accuracy in error analysis and shows a marked improvement in student learning efficiency. Satisfaction surveys indicate a strong positive reception, highlighting the system's potential to transform educational practices.

This paper introduces DOoM, a new open-source benchmark designed to assess the capabilities of language models in solving mathematics and physics problems in Russian. The benchmark includes problems of varying difficulty, ranging from school-level tasks to university Olympiad and entrance exam questions. In this paper we discuss the motivation behind its creation, describe dataset's structure and evaluation methodology, and present initial results from testing various models. Analysis of the results shows a correlation between model performance and the number of tokens used, and highlights differences in performance between mathematics and physics tasks.

There has been an increase of interest in code search using natural language. Assessing the performance of such code search models can be difficult without a readily available evaluation suite. In this paper, we present an evaluation dataset consisting of natural language query and code snippet pairs, with the hope that future work in this area can use this dataset as a common benchmark. We also provide the results of two code search models ([1] and [6]) from recent work. The evaluation dataset is available at https://github.com/facebookresearch/Neural-Code-Search-Evaluation-Dataset

We demonstrate that a neural network pre-trained on text and fine-tuned on code solves mathematics course problems, explains solutions, and generates new questions at a human level. We automatically synthesize programs using few-shot learning and OpenAI's Codex transformer and execute them to solve course problems at 81% automatic accuracy. We curate a new dataset of questions from MIT's largest mathematics courses (Single Variable and Multivariable Calculus, Differential Equations, Introduction to Probability and Statistics, Linear Algebra, and Mathematics for Computer Science) and Columbia University's Computational Linear Algebra. We solve questions from a MATH dataset (on Prealgebra, Algebra, Counting and Probability, Intermediate Algebra, Number Theory, and Precalculus), the latest benchmark of advanced mathematics problems designed to assess mathematical reasoning. We randomly sample questions and generate solutions with multiple modalities, including numbers, equations, and plots. The latest GPT-3 language model pre-trained on text automatically solves only 18.8% of these university questions using zero-shot learning and 30.8% using few-shot learning and the most recent chain of thought prompting. In contrast, program synthesis with few-shot learning using Codex fine-tuned on code generates programs that automatically solve 81% of these questions. Our approach improves the previous state-of-the-art automatic solution accuracy on the benchmark topics from 8.8% to 81.1%. We perform a survey to evaluate the quality and difficulty of generated questions. This work is the first to automatically solve university-level mathematics course questions at a human level and the first work to explain and generate university-level mathematics course questions at scale, a milestone for higher education.

Program repair techniques offer cost-saving benefits for debugging within software development and programming education scenarios. With the proven effectiveness of Large Language Models (LLMs) in code-related tasks, researchers have explored their potential for program repair. However, it is crucial to recognize that existing repair benchmarks may have influenced LLM training data, potentially causing data leakage. To evaluate LLMs' realistic repair capabilities, (1) we introduce an extensive, non-crawled benchmark, referred to as TutorCode, comprising 1,239 C++ defect codes and associated information such as tutor guidance, solution description, failing test cases, and the corrected code. Our work assesses the repair performance of 12 LLMs on TutorCode, measuring repair correctness (TOP-5 and AVG-5) and patch precision (RPSR). (2) We then provide a comprehensive investigation into which types of extra information can help LLMs improve their performance in repairing defects. Among these types, tutor guidance was found to be the most effective information in enhancing LLM repair capabilities. To fully harness LLMs' conversational capabilities and the benefits of augmented information, (3) we introduce a novel conversational semi-automatic repair framework CREF assisting human tutor. It demonstrates a remarkable AVG-5 improvement of 17.2%-24.6% compared to the baseline, achieving an impressive AVG-5 of 76.6% when utilizing GPT-4. These results highlight the potential for enhancing LLMs' repair capabilities through interactions with tutors and historical conversations involving incorrect responses. The successful application of CREF in a real-world educational setting demonstrates its effectiveness in reducing tutors' workload and improving students' learning experience, while also showcasing its promise for facilitating other software engineering tasks, such as code review.

Over the past decade, predictive language modeling for code has proven to be a valuable tool for enabling new forms of automation for developers. More recently, we have seen the advent of general purpose "large language models", based on neural transformer architectures, that have been trained on massive datasets of human written text spanning code and natural language. However, despite the demonstrated representational power of such models, interacting with them has historically been constrained to specific task settings, limiting their general applicability. Many of these limitations were recently overcome with the introduction of ChatGPT, a language model created by OpenAI and trained to operate as a conversational agent, enabling it to answer questions and respond to a wide variety of commands from end users. The introduction of models, such as ChatGPT, has already spurred fervent discussion from educators, ranging from fear that students could use these AI tools to circumvent learning, to excitement about the new types of learning opportunities that they might unlock. However, given the nascent nature of these tools, we currently lack fundamental knowledge related to how well they perform in different educational settings, and the potential promise (or danger) that they might pose to traditional forms of instruction. As such, in this paper, we examine how well ChatGPT performs when tasked with answering common questions in a popular software testing curriculum. Our findings indicate that ChatGPT can provide correct or partially correct answers in 55.6% of cases, provide correct or partially correct explanations of answers in 53.0% of cases, and that prompting the tool in a shared question context leads to a marginally higher rate of correct responses. Based on these findings, we discuss the potential promises and perils related to the use of ChatGPT by students and instructors.

Large Language Models (LLMs) have achieved remarkable success in code generation, and the race to improve their performance has become a central focus of AI research. Benchmarks and leaderboards are increasingly popular, offering quantitative rankings of LLMs. However, they provide limited insight into the tasks that LLMs consistently fail to solve - information that is crucial for understanding current limitations and guiding the development of more capable models. To address this gap, we examined code generation tasks across four popular benchmarks, identifying those that major LLMs are most likely to fail. To understand the causes of these failures, we investigated whether the static complexity of solution code contributes to them, followed by a systematic inspection of 114 tasks that LLMs consistently struggled with. Our analysis revealed four recurring patterns of weaknesses in LLMs, as well as common complications within benchmark tasks that most often lead to failure.

While AI shows promise for enhancing the efficiency of qualitative analysis, the unique human-AI interaction resulting from varied coding strategies makes it challenging to develop a trustworthy AI-assisted qualitative coding system (AIQCs) that supports coding tasks effectively. We bridge this gap by exploring the impact of varying coding strategies on user trust and reliance on AI. We conducted a mixed-methods split-plot 3x3 study, involving 30 participants, and a follow-up study with 6 participants, exploring varying text selection and code length in the use of our AIQCs system for qualitative analysis. Our results indicate that qualitative open coding should be conceptualized as a series of distinct subtasks, each with differing levels of complexity, and therefore, should be given tailored design considerations. We further observed a discrepancy between perceived and behavioral measures, and emphasized the potential challenges of under- and over-reliance on AIQCs systems. Additional design implications were also proposed for consideration.

Code generation problems differ from common natural language problems - they require matching the exact syntax of the target language, identifying happy paths and edge cases, paying attention to numerous small details in the problem spec, and addressing other code-specific issues and requirements. Hence, many of the optimizations and tricks that have been successful in natural language generation may not be effective for code tasks. In this work, we propose a new approach to code generation by LLMs, which we call AlphaCodium - a test-based, multi-stage, code-oriented iterative flow, that improves the performances of LLMs on code problems. We tested AlphaCodium on a challenging code generation dataset called CodeContests, which includes competitive programming problems from platforms such as Codeforces. The proposed flow consistently and significantly improves results. On the validation set, for example, GPT-4 accuracy (pass@5) increased from 19% with a single well-designed direct prompt to 44% with the AlphaCodium flow. Many of the principles and best practices acquired in this work, we believe, are broadly applicable to general code generation tasks. Full implementation is available at: https://github.com/Codium-ai/AlphaCodium

In recent years, Large language models (LLMs) have garnered significant attention due to their superior performance in complex reasoning tasks. However, recent studies may diminish their reasoning capabilities markedly when problem descriptions contain irrelevant information, even with the use of advanced prompting techniques. To further investigate this issue, a dataset of primary school mathematics problems containing irrelevant information, named GSMIR, was constructed. Testing prominent LLMs and prompting techniques on this dataset revealed that while LLMs can identify irrelevant information, they do not effectively mitigate the interference it causes once identified. A novel automatic construction method, ATF, which enhances the ability of LLMs to identify and self-mitigate the influence of irrelevant information, is proposed to address this shortcoming. This method operates in two steps: first, analysis of irrelevant information, followed by its filtering. The ATF method, as demonstrated by experimental results, significantly improves the reasoning performance of LLMs and prompting techniques, even in the presence of irrelevant information on the GSMIR dataset.

Code retrieval is becoming central to coding agents, but agentic coding requires more than matching a natural-language query to an isolated snippet. Given a user request, a coding agent needs to navigate a concrete repository state, locate relevant files and functions, gather supporting context, and filter similar in-repository distractors. Existing code retrieval benchmarks mainly evaluate docstring-to-function or snippet-level matching, thereby missing this requirement-driven repository search problem. To address this gap, we introduce CORE-Bench, a comprehensive benchmark for code retrieval in the era of agentic coding. CORE-Bench evaluates code retrieval ability at three levels: code understanding, issue-to-edit localization, and broader context retrieval. Built from curated code-search tasks and SWE-bench-series instances, CORE-Bench contains over 180K queries and 106K broader-context relevance labels. Experiments with representative embedding models show a sharp drop from traditional code search to code retrieval in agentic coding settings. Simple supervised fine-tuning of existing embedding models significantly improves performance in this setting, suggesting substantial room for further progress.

A typical approach to programming is to first code the main execution scenario, and then focus on filling out alternative behaviors and corner cases. But, almost always, there exist unusual conditions that trigger atypical behaviors, which are hard to predict in program specifications, and are thus often not coded. In this paper, we consider the problem of detecting and recommending such missing behaviors, a task that we call code sophistication. Previous research on coding assistants usually focuses on recommending code fragments based on specifications of the intended behavior. In contrast, code sophistication happens in the absence of a specification, aiming to help developers complete the logic of their programs with missing and unspecified behaviors. We outline the research challenges to this problem and present early results showing how program logic can be completed by leveraging code structure and information about the usage of input parameters.

Medical coding translates clinical documentation into standardized codes for billing, research, and public health, but manual coding is time-consuming and error-prone. Existing automation efforts rely on small datasets that poorly represent real-world patient heterogeneity. We trained a language model on 5.8 million electronic health records from 1.8 million patients across nearly all specialties in Eastern Denmark (2006--2016) to predict ICD-10 codes from clinical notes, medications, and laboratory results. Evaluated on 270,000 held-out patients, the model achieved a micro F1 of 71.8% and a top-10 recall of 95.5%. Performance varied by specialty (F1: 53--91%), with higher scores in specialties with well-defined diagnostic criteria. Codes appearing predominantly as secondary diagnoses had markedly lower F1 scores. For three such codes (suicide-related behaviors, weight disorders, and hypertension), the model identified thousands of uncoded cases, of which 76-86% were confirmed valid upon manual review, suggesting systematic under-coding rather than model error. These findings suggest under-coding of secondary diagnoses in Eastern Denmark during this period, with potential implications for epidemiological research, public health surveillance, and understanding of multimorbidity. Similar time constraints and reimbursement structures in other healthcare systems suggest this may not be isolated to this dataset. The model can automate coding for approximately 50% of cases and provide accurate suggestions for most others, and may offer a practical solution to help capture missed secondary conditions.

In this work, we discuss a recently popular type of recommender system: an LLM-based coding assistant. Connecting the task of providing code recommendations in multiple formats to traditional RecSys challenges, we outline several similarities and differences due to domain specifics. We emphasize the importance of providing relevant context to an LLM for this use case and discuss lessons learned from context enhancements & offline and online evaluation of such AI-assisted coding systems.

Context: Code reviews are crucial for software quality. Recent AI advances have allowed large language models (LLMs) to review and fix code; now, there are tools that perform these reviews. However, their reliability and accuracy have not yet been systematically evaluated. Objective: This study compares different LLMs' performance in detecting code correctness and suggesting improvements. Method: We tested GPT4o and Gemini 2.0 Flash on 492 AI generated code blocks of varying correctness, along with 164 canonical code blocks from the HumanEval benchmark. To simulate the code review task objectively, we expected LLMs to assess code correctness and improve the code if needed. We ran experiments with different configurations and reported on the results. Results: With problem descriptions, GPT4o and Gemini 2.0 Flash correctly classified code correctness 68.50% and 63.89% of the time, respectively, and corrected the code 67.83% and 54.26% of the time for the 492 code blocks of varying correctness. Without problem descriptions, performance declined. The results for the 164 canonical code blocks differed, suggesting that performance depends on the type of code. Conclusion: LLM code reviews can help suggest improvements and assess correctness, but there is a risk of faulty outputs. We propose a process that involves humans, called the "Human in the loop LLM Code Review" to promote knowledge sharing while mitigating the risk of faulty outputs.

We present Hermes 4, a family of hybrid reasoning models that combine structured, multi-turn reasoning with broad instruction-following ability. We describe the challenges encountered during data curation, synthesis, training, and evaluation, and outline the solutions employed to address these challenges at scale. We comprehensively evaluate across mathematical reasoning, coding, knowledge, comprehension, and alignment benchmarks, and we report both quantitative performance and qualitative behavioral analysis. To support open research, all model weights are published publicly at https://huggingface.co/collections/NousResearch/hermes-4-collection-68a731bfd452e20816725728

Recent advancements in large language models (LLMs) have showcased their exceptional abilities across various tasks, such as code generation, problem-solving and reasoning. Existing benchmarks evaluate tasks in isolation, yet the extent to which LLMs can understand prose-style tasks, identify the underlying problems, and then generate appropriate code solutions is still unexplored. Addressing this gap, we introduce PECC, a novel benchmark derived from Advent Of Code (AoC) challenges and Project Euler, including 2396 problems. Unlike conventional benchmarks, PECC requires LLMs to interpret narrative-embedded problems, extract requirements, and generate executable code. A key feature of our dataset is the complexity added by natural language prompting in chat-based evaluations, mirroring real-world instruction ambiguities. Results show varying model performance between narrative and neutral problems, with specific challenges in the Euler math-based subset with GPT-3.5-Turbo passing 50% of the AoC challenges and only 8% on the Euler problems. By probing the limits of LLMs' capabilities, our benchmark provides a framework to monitor and assess the subsequent progress of LLMs as a universal problem solver.

The automated code evaluation system (AES) is mainly designed to reliably assess user-submitted code. Due to their extensive range of applications and the accumulation of valuable resources, AESs are becoming increasingly popular. Research on the application of AES and their real-world resource exploration for diverse coding tasks is still lacking. In this study, we conducted a comprehensive survey on AESs and their resources. This survey explores the application areas of AESs, available resources, and resource utilization for coding tasks. AESs are categorized into programming contests, programming learning and education, recruitment, online compilers, and additional modules, depending on their application. We explore the available datasets and other resources of these systems for research, analysis, and coding tasks. Moreover, we provide an overview of machine learning-driven coding tasks, such as bug detection, code review, comprehension, refactoring, search, representation, and repair. These tasks are performed using real-life datasets. In addition, we briefly discuss the Aizu Online Judge platform as a real example of an AES from the perspectives of system design (hardware and software), operation (competition and education), and research. This is due to the scalability of the AOJ platform (programming education, competitions, and practice), open internal features (hardware and software), attention from the research community, open source data (e.g., solution codes and submission documents), and transparency. We also analyze the overall performance of this system and the perceived challenges over the years.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

A general-purpose language model that answers a harmful question returns text; a coding model that complies with a malicious request can return a working weapon -- a keylogger, a ransomware stub, an exploit that runs as written. This asymmetry in the severity of a single act of compliance implies coding-specialized models should clear a higher refusal bar than general-purpose chat models, not a lower one, yet the field cannot presently tell whether they do. Refusal benchmarks for malicious code are fragmented: they mix requests for executable software (ready-to-run weapons) with requests for harmful security knowledge (information a human must still operationalise) and report refusal rates over non-comparable corpora, so no single statistic measures the property that actually matters. This paper introduces an expanded consensus-labeled prompt bank that distinguishes between these two request types and provides a construct-stable substrate for cross-corpus coding-model compliance measurement. Eight corpora (ASTRA, CySecBench, AdvBench/harmful_behaviors, JailbreakBench, MalwareBench, RedCode, RMCBench, Scam2Prompt) are consolidated and classified under a five-judge consensus protocol (6,675 prompts x 5 judges = 33,375 calls). The panel reaches Fleiss' kappa = 0.767 [95% CI 0.755, 0.777] ("substantial"); 95.0% of prompts draw at least four agreeing judges, 76.9% are unanimous, and the panel reproduces the earlier four-corpus release at Cohen's kappa = 0.952 on the 3,133 shared prompts. The released bank comprises 4,748 consensus-CODE prompts (executable malicious code requests) and 1,923 consensus-KNOWLEDGE prompts (harmful security knowledge requests). The bank is the validated instrument the field has lacked: a reliability-quantified basis for testing whether coding models meet the stricter refusal standard their executable output demands.

Recently, the large language models (LLMs) have shown extraordinary ability in understanding natural language and generating programming code. It has been a common practice of software engineers to consult LLMs when encountering coding questions. Although efforts have been made to avoid syntax errors and align the code with the intended semantics, the reliability and robustness of the code generationfrom LLMs have not yet been thoroughly studied. The executable code is not equivalent to the reliable and robust code, especially in the context of real-world software development. The misuse of APIs in the generated code could lead to severe problem, such as resource leaks, program crashes. To make things worse, the users of LLM code generation services are actually the developers that are most vulnerable to these code that seems right -- They are always novice developers that are not familiar with the APIs that LLMs generate code for them. Therefore, they could hardly tell the misuse in the code generated by LLMs, which further facilitates the incorrect code applied in real-world software. Existing code evaluation benchmark and datasets focus on crafting small tasks such as programming questions in coding interviews, which however deviates from the problem that developers would ask LLM for real-world coding help. To fill the missing piece, in this work, we propose a dataset RobustAPI for evaluating the reliability and robustness of code generated by LLMs. We collect 1208 coding questions from StackOverflow on 24 representative Java APIs. We summarize thecommon misuse patterns of these APIs and evaluate them oncurrent popular LLMs. The evaluation results show that evenfor GPT-4, 62% of the generated code contains API misuses,which would cause unexpected consequences if the code isintroduced into real-world software.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

In recent years, a lot of technological advances in computer science have aided software programmers to create innovative and real-time user-friendly software. With the creation of the software and the urging interest of people to learn to write software, there is a large collection of source codes that can be found on the web, also known as Big Code, which can be used as a source of data for driving the machine learning applications tending to solve certain software engineering problems. In this paper, we present COFO, a dataset consisting of 809 classes/problems with a total of 369K source codes written in C, C++, Java, and Python programming languages, along with other metadata such as code tags, problem specification, and input-output specifications. COFO has been scraped from the openly available Codeforces website using a selenium-beautifulsoup-python based scraper. We envision that this dataset can be useful for solving machine learning-based problems like program classification/recognition, tagging, predicting program properties, and code comprehension.

Reasoning LLMs such as OpenAI o1, o3 and DeepSeek R1 have made significant progress in mathematics and coding, yet find challenging advanced tasks such as International Mathematical Olympiad (IMO) combinatorics problems, Abstraction and Reasoning Corpus (ARC) puzzles, and Humanity's Last Exam (HLE) questions. We use a diverse inference approach that combines multiple models and methods at test time. We find that verifying mathematics and code problems, and rejection sampling on other problems is simple and effective. We automatically verify correctness of solutions to IMO problems by Lean, and ARC puzzles by code, and find that best-of-N effectively answers HLE questions. Our approach increases answer accuracy on IMO combinatorics problems from 33.3% to 77.8%, accuracy on HLE questions from 8% to 37%, and solves 80% of ARC puzzles that 948 humans could not and 26.5% of ARC puzzles that o3 high compute does not. Test-time simulations, reinforcement learning, and meta-learning with inference feedback improve generalization by adapting agent graph representations and varying prompts, code, and datasets. Our approach is reliable, robust, and scalable, and in the spirit of reproducible research, we will make it publicly available upon publication.

In recent times, a plethora of Large Code Generation Models (LCGMs) have been proposed, showcasing significant potential in assisting developers with complex programming tasks. Benchmarking LCGMs necessitates the creation of a set of diverse programming problems, and each problem comprises the prompt (including the task description), canonical solution, and test inputs. The existing methods for constructing such a problem set can be categorized into two main types: manual methods and perturbation-based methods. However, manual methods demand high effort and lack scalability, while also risking data integrity due to LCGMs' potentially contaminated data collection, and perturbation-based approaches mainly generate semantically homogeneous problems with the same canonical solutions and introduce typos that can be easily auto-corrected by IDE, making them ineffective and unrealistic. In this work, we propose the idea of programming problem merging (PPM) and provide two implementation of this idea, we utilize our tool on two widely-used datasets and compare it against nine baseline methods using eight code generation models. The results demonstrate the effectiveness of our tool in generating more challenging, diverse, and natural programming problems, comparing to the baselines.

Large language models (LLMs) have made significant progress in code generation tasks, but their performance in tackling programming problems with complex data structures and algorithms remains suboptimal. To address this issue, we propose an in-context learning approach that guides LLMs to debug by using a "print debugging" method, which involves inserting print statements to trace and analysing logs for fixing the bug. We collect a Leetcode problem dataset and evaluate our method using the Leetcode online judging system. Experiments with GPT-4 demonstrate the effectiveness of our approach, outperforming rubber duck debugging in easy and medium-level Leetcode problems by 1.5% and 17.9%.

Pretrained language models have shown superior performance on many natural language processing tasks, yet they still struggle at multi-step formal reasoning tasks like grade school math problems. One key challenge of finetuning them to solve such math reasoning problems is that many existing datasets only contain one reference solution for each problem, despite the fact that there are often alternative solutions resembling different reasoning paths to the final answer. This way, the finetuned models are biased towards the limited reference solutions, which limits their generalization to unseen examples. To mitigate this issue, we propose to let the model perform sampling during training and learn from both self-sampled fully-correct solutions, which yield the correct answer upon execution, and partially-correct solutions, whose intermediate state matches an intermediate state of a known correct solution. We show that our use of self-sampled correct and partially-correct solutions can benefit learning and help guide the sampling process, leading to more efficient exploration of the solution space. Additionally, we explore various training objectives to support learning from multiple solutions per example and find they greatly affect the performance. Experiments on two math reasoning datasets show the effectiveness of our method compared to learning from a single reference solution with MLE, where we improve PASS@100 from 35.5% to 44.5% for GSM8K, and 27.6% to 36.2% PASS@80 for MathQA. Such improvements are also consistent across different model sizes. Our code is available at https://github.com/microsoft/TraceCodegen.

Deductive coding is a widely used qualitative research method for determining the prevalence of themes across documents. While useful, deductive coding is often burdensome and time consuming since it requires researchers to read, interpret, and reliably categorize a large body of unstructured text documents. Large language models (LLMs), like ChatGPT, are a class of quickly evolving AI tools that can perform a range of natural language processing and reasoning tasks. In this study, we explore the use of LLMs to reduce the time it takes for deductive coding while retaining the flexibility of a traditional content analysis. We outline the proposed approach, called LLM-assisted content analysis (LACA), along with an in-depth case study using GPT-3.5 for LACA on a publicly available deductive coding data set. Additionally, we conduct an empirical benchmark using LACA on 4 publicly available data sets to assess the broader question of how well GPT-3.5 performs across a range of deductive coding tasks. Overall, we find that GPT-3.5 can often perform deductive coding at levels of agreement comparable to human coders. Additionally, we demonstrate that LACA can help refine prompts for deductive coding, identify codes for which an LLM is randomly guessing, and help assess when to use LLMs vs. human coders for deductive coding. We conclude with several implications for future practice of deductive coding and related research methods.

Large-scale code generation models such as Codex and CodeT5 have achieved impressive performance. However, libraries are upgraded or deprecated very frequently and re-training large-scale language models is computationally expensive. Therefore, Continual Learning (CL) is an important aspect that remains underexplored in the code domain. In this paper, we introduce a benchmark called CodeTask-CL that covers a wide range of tasks, including code generation, translation, summarization, and refinement, with different input and output programming languages. Next, on our CodeTask-CL benchmark, we compare popular CL techniques from NLP and Vision domains. We find that effective methods like Prompt Pooling (PP) suffer from catastrophic forgetting due to the unstable training of the prompt selection mechanism caused by stark distribution shifts in coding tasks. We address this issue with our proposed method, Prompt Pooling with Teacher Forcing (PP-TF), that stabilizes training by enforcing constraints on the prompt selection mechanism and leads to a 21.54% improvement over Prompt Pooling. Along with the benchmark, we establish a training pipeline that can be used for CL on code models, which we believe can motivate further development of CL methods for code models. Our code is available at https://github.com/amazon-science/codetaskcl-pptf

Competition-level code generation tasks pose significant challenges for current state-of-the-art large language models (LLMs). For example, on the LiveCodeBench-Hard dataset, models such as O1-Mini and O1-Preview achieve pass@1 rates of only 0.366 and 0.143, respectively. While tree search techniques have proven effective in domains like mathematics and general coding, their potential in competition-level code generation remains under-explored. In this work, we propose a novel token-level tree search method specifically designed for code generation. Leveraging Qwen2.5-Coder-32B-Instruct, our approach achieves a pass rate of 0.305 on LiveCodeBench-Hard, surpassing the pass@100 performance of GPT4o-0513 (0.245). Furthermore, by integrating Chain-of-Thought (CoT) prompting, we improve our method's performance to 0.351, approaching O1-Mini's pass@1 rate. To ensure reproducibility, we report the average number of generations required per problem by our tree search method on the test set. Our findings underscore the potential of tree search to significantly enhance performance on competition-level code generation tasks. This opens up new possibilities for large-scale synthesis of challenging code problems supervised fine-tuning (SFT) data, advancing competition-level code generation tasks.

Computing olympiads contain some of the most challenging problems for humans, requiring complex algorithmic reasoning, puzzle solving, in addition to generating efficient code. However, it has been understudied as a domain to evaluate language models (LMs). In this paper, we introduce the USACO benchmark with 307 problems from the USA Computing Olympiad, along with high-quality unit tests, reference code, and official analyses for each problem. These resources enable us to construct and test a range of LM inference methods for competitive programming for the first time. We find GPT-4 only achieves a 8.7% pass@1 accuracy with zero-shot chain-of-thought prompting, and our best inference method improves it to 20.2% using a combination of self-reflection and retrieval over episodic knowledge. However, this is far from solving the benchmark. To better understand the remaining challenges, we design a novel human-in-the-loop study and surprisingly find that a small number of targeted hints enable GPT-4 to solve 13 out of 15 problems previously unsolvable by any model and method. Our benchmark, baseline methods, quantitative results, and qualitative analysis serve as an initial step toward LMs with grounded, creative, and algorithmic reasoning.

In this paper we look at the ability of recent large language models (LLMs) at solving mathematical problems in combinatorics. We compare models LLaMA-2, LLaMA-3.1, GPT-4, and Mixtral against each other and against human pupils and undergraduates with prior experience in mathematical olympiads. To facilitate these comparisons we introduce the Combi-Puzzles dataset, which contains 125 problem variants based on 25 combinatorial reasoning problems. Each problem is presented in one of five distinct forms, created by systematically manipulating the problem statements through adversarial additions, numeric parameter changes, and linguistic obfuscation. Our variations preserve the mathematical core and are designed to measure the generalisability of LLM problem-solving abilities, while also increasing confidence that problems are submitted to LLMs in forms that have not been seen as training instances. We found that a model based on GPT-4 outperformed all other models in producing correct responses, and performed significantly better in the mathematical variation of the problems than humans. We also found that modifications to problem statements significantly impact the LLM's performance, while human performance remains unaffected.

Many real-world coding challenges are open-ended and admit no known optimal solution. Yet, recent progress in LLM coding has focused on well-defined tasks such as feature implementation, bug fixing, and competitive programming. Open-ended coding remains a weak spot for LLMs, largely because open-ended training problems are scarce and expensive to construct. Our goal is to synthesize open-ended coding problems at scale to train stronger LLM coders. We introduce FrontierSmith, an automated system for iteratively evolving open-ended problems from existing closed-ended coding tasks. Starting from competitive programming problems, FrontierSmith generates candidate open-ended variants by changing the problems'goals, restricting outputs, and generalizing inputs. It then uses a quantitative idea divergence metric to select problems that elicit genuinely diverse approaches from different solvers. Agents then generate test cases and verifiers for the surviving candidates. On two open-ended coding benchmarks, training on our synthesized data yields substantial gains over the base models: Qwen3.5-9B improves by +8.82 score on FrontierCS and +306.36 (Elo-rating-based performance) on ALE-bench; Qwen3.5-27B improves by +12.12 and +309.12, respectively. The synthesized problems also make agents take more turns and use more tokens, similar to human-curated ones, suggesting that closed-ended seeds can be a practical starting point for long-horizon coding data.

With reasoning language models such as OpenAI-o3 and DeepSeek-R1 emerging, large language models (LLMs) have entered a new phase of development. However, existing benchmarks for coding evaluation are gradually inadequate to assess the capability of advanced LLMs in code reasoning. To bridge the gap for high-level code reasoning assessment, we propose ProBench to benchmark LLMs in competitive programming, drawing inspiration from the International Collegiate Programming Contest. ProBench collects a comprehensive set of competitive programming problems from Codeforces, Luogu, and Nowcoder platforms during the period from July to December 2024, obtaining real test results through online submissions to ensure the fairness and accuracy of the evaluation. We establish a unified problem attribute system, including difficulty grading and algorithm tagging. With carefully collected and annotated data in ProBench, we systematically assess 9 latest LLMs in competitive programming across multiple dimensions, including thought chain analysis, error type diagnosis, and reasoning depth evaluation. Experimental results show that QwQ-32B-Preview achieves the best score of 20.93 followed by DeepSeek-V3 with a score of 16.38, suggesting that models trained with specialized reasoning tasks significantly outperform general-purpose models (even larger than reasoning-oriented models) in programming. Further analysis also reveals key areas for programming capability enhancement, e.g., algorithm adaptability and reasoning sufficiency, providing important insights for the future development of reasoning models.

In this paper, we present a novel approach for distilling math word problem solving capabilities from large language models (LLMs) into smaller, more efficient student models. Our approach is designed to consider the student model's weaknesses and foster a tailored learning experience by generating targeted exercises aligned with educational science principles, such as knowledge tracing and personalized learning. Concretely, we let GPT-3 be a math tutor and run two steps iteratively: 1) assessing the student model's current learning status on a GPT-generated exercise book, and 2) improving the student model by training it with tailored exercise samples generated by GPT-3. Experimental results reveal that our approach outperforms LLMs (e.g., GPT-3 and PaLM) in accuracy across three distinct benchmarks while employing significantly fewer parameters. Furthermore, we provide a comprehensive analysis of the various components within our methodology to substantiate their efficacy.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

Code search aims to retrieve semantically relevant code snippets for a given natural language query. Recently, many approaches employing contrastive learning have shown promising results on code representation learning and greatly improved the performance of code search. However, there is still a lot of room for improvement in using contrastive learning for code search. In this paper, we propose CoCoSoDa to effectively utilize contrastive learning for code search via two key factors in contrastive learning: data augmentation and negative samples. Specifically, soft data augmentation is to dynamically masking or replacing some tokens with their types for input sequences to generate positive samples. Momentum mechanism is used to generate large and consistent representations of negative samples in a mini-batch through maintaining a queue and a momentum encoder. In addition, multimodal contrastive learning is used to pull together representations of code-query pairs and push apart the unpaired code snippets and queries. We conduct extensive experiments to evaluate the effectiveness of our approach on a large-scale dataset with six programming languages. Experimental results show that: (1) CoCoSoDa outperforms 14 baselines and especially exceeds CodeBERT, GraphCodeBERT, and UniXcoder by 13.3%, 10.5%, and 5.9% on average MRR scores, respectively. (2) The ablation studies show the effectiveness of each component of our approach. (3) We adapt our techniques to several different pre-trained models such as RoBERTa, CodeBERT, and GraphCodeBERT and observe a significant boost in their performance in code search. (4) Our model performs robustly under different hyper-parameters. Furthermore, we perform qualitative and quantitative analyses to explore reasons behind the good performance of our model.

Large language models (LLMs) are becoming increasingly better at a wide range of Natural Language Processing tasks (NLP), such as text generation and understanding. Recently, these models have extended their capabilities to coding tasks, bridging the gap between natural languages (NL) and programming languages (PL). Foundational models such as the Generative Pre-trained Transformer (GPT) and LLaMA series have set strong baseline performances in various NL and PL tasks. Additionally, several models have been fine-tuned specifically for code generation, showing significant improvements in code-related applications. Both foundational and fine-tuned models are increasingly used in education, helping students write, debug, and understand code. We present a comprehensive systematic literature review to examine the impact of LLMs in computer science and computer engineering education. We analyze their effectiveness in enhancing the learning experience, supporting personalized education, and aiding educators in curriculum development. We address five research questions to uncover insights into how LLMs contribute to educational outcomes, identify challenges, and suggest directions for future research.

Despite the fact that large language models (LLMs) show exceptional skill in instruction following tasks, this strength can turn into a vulnerability when the models are required to disregard certain instructions. Instruction-following tasks typically involve a clear task description and input text containing the target data to be processed. However, when the input itself resembles an instruction, confusion may arise, even if there is explicit prompting to distinguish between the task instruction and the input. We refer to this phenomenon as instructional distraction. In this paper, we introduce a novel benchmark, named DIM-Bench, specifically designed to assess LLMs' performance under instructional distraction. The benchmark categorizes real-world instances of instructional distraction and evaluates LLMs across four instruction tasks: rewriting, proofreading, translation, and style transfer -- alongside five input tasks: reasoning, code generation, mathematical reasoning, bias detection, and question answering. Our experimental results reveal that even the most advanced LLMs are susceptible to instructional distraction, often failing to accurately follow user intent in such cases.

Learning disorders are neurological conditions that affect the brain's ability to interconnect communication areas. Dyslexic students experience problems with reading, memorizing, and exposing concepts; however the magnitude of these can be mitigated through both therapies and the creation of compensatory mechanisms. Several efforts have been made to mitigate these issues, leading to the creation of digital resources for students with specific learning disorders attending primary and secondary education levels. Conversely, a standard approach is still missed in higher education. The VRAIlexia project has been created to tackle this issue by proposing two different tools: a mobile application integrating virtual reality (VR) to collect data quickly and easily, and an artificial intelligencebased software (AI) to analyze the collected data for customizing the supporting methodology for each student. The first one has been created and is being distributed among dyslexic students in Higher Education Institutions, for the conduction of specific psychological and psychometric tests. The second tool applies specific artificial intelligence algorithms to the data gathered via the application and other surveys. These AI techniques have allowed us to identify the most relevant difficulties faced by the students' cohort. Our different models have obtained around 90\% mean accuracy for predicting the support tools and learning strategies.

Recent years have seen the remarkable capabilities of large language models (LLMs) for code generation. Different from existing work that evaluate the correctness of the code generated by LLMs, we propose to further evaluate its efficiency. More efficient code can lead to higher performance and execution efficiency of programs and software completed by LLM-assisted programming. First, we evaluate the efficiency of the code generated by LLMs on two benchmarks, HumanEval and MBPP. Then, we choose a set of programming problems from the online judge platform LeetCode to conduct a more difficult evaluation. Finally, we explore several prompts that would enable LLMs to generate more efficient code.

Large language models (LMs) of code have recently shown tremendous promise in completing code and synthesizing code from natural language descriptions. However, the current state-of-the-art code LMs (e.g., Codex (Chen et al., 2021)) are not publicly available, leaving many questions about their model and data design decisions. We aim to fill in some of these blanks through a systematic evaluation of the largest existing models: Codex, GPT-J, GPT-Neo, GPT-NeoX-20B, and CodeParrot, across various programming languages. Although Codex itself is not open-source, we find that existing open-source models do achieve close results in some programming languages, although targeted mainly for natural language modeling. We further identify an important missing piece in the form of a large open-source model trained exclusively on a multi-lingual corpus of code. We release a new model, PolyCoder, with 2.7B parameters based on the GPT-2 architecture, which was trained on 249GB of code across 12 programming languages on a single machine. In the C programming language, PolyCoder outperforms all models including Codex. Our trained models are open-source and publicly available at https://github.com/VHellendoorn/Code-LMs, which enables future research and application in this area.

Code retrieval is allowing software engineers to search codes through a natural language query, which relies on both natural language processing and software engineering techniques. There have been several attempts on code retrieval from searching snippet codes to function codes. In this paper, we introduce Augmented Code (AugmentedCode) retrieval which takes advantage of existing information within the code and constructs augmented programming language to improve the code retrieval models' performance. We curated a large corpus of Python and showcased the the framework and the results of augmented programming language which outperforms on CodeSearchNet and CodeBERT with a Mean Reciprocal Rank (MRR) of 0.73 and 0.96, respectively. The outperformed fine-tuned augmented code retrieval model is published in HuggingFace at https://huggingface.co/Fujitsu/AugCode and a demonstration video is available at: https://youtu.be/mnZrUTANjGs .

Modern language models (LMs) have been successfully employed in source code generation and understanding, leading to a significant increase in research focused on learning-based code intelligence, such as automated bug repair, and test case generation. Despite their great potential, language models for code intelligence (LM4Code) are susceptible to potential pitfalls, which hinder realistic performance and further impact their reliability and applicability in real-world deployment. Such challenges drive the need for a comprehensive understanding - not just identifying these issues but delving into their possible implications and existing solutions to build more reliable language models tailored to code intelligence. Based on a well-defined systematic research approach, we conducted an extensive literature review to uncover the pitfalls inherent in LM4Code. Finally, 67 primary studies from top-tier venues have been identified. After carefully examining these studies, we designed a taxonomy of pitfalls in LM4Code research and conducted a systematic study to summarize the issues, implications, current solutions, and challenges of different pitfalls for LM4Code systems. We developed a comprehensive classification scheme that dissects pitfalls across four crucial aspects: data collection and labeling, system design and learning, performance evaluation, and deployment and maintenance. Through this study, we aim to provide a roadmap for researchers and practitioners, facilitating their understanding and utilization of LM4Code in reliable and trustworthy ways.

We study the depth of grade-school math (GSM) problem-solving capabilities of LLMs. To this end, we evaluate their performance on pairs of existing math word problems together so that the answer to the second problem depends on correctly answering the first problem. Our findings reveal a significant reasoning gap in most LLMs, that is performance difference between solving the compositional pairs and solving each question independently. This gap is more pronounced in smaller, more cost-efficient, and math-specialized models. Moreover, instruction-tuning recipes and code generation have varying effects across LLM sizes, while finetuning on GSM can lead to task overfitting. Our analysis indicates that large reasoning gaps are not because of test-set leakage, but due to distraction from additional context and poor second-hop reasoning. Overall, LLMs exhibit systematic differences in their reasoning abilities, despite what their performance on standard benchmarks indicates.

We present an Arabic crossword puzzle generator from a given text that utilizes advanced language models such as GPT-4-Turbo, GPT-3.5-Turbo and Llama3-8B-Instruct, specifically developed for educational purposes, this innovative generator leverages a meticulously compiled dataset named Arabic-Clue-Instruct with over 50,000 entries encompassing text, answers, clues, and categories. This dataset is intricately designed to aid in the generation of pertinent clues linked to specific texts and keywords within defined categories. This project addresses the scarcity of advanced educational tools tailored for the Arabic language, promoting enhanced language learning and cognitive development. By providing a culturally and linguistically relevant tool, our objective is to make learning more engaging and effective through gamification and interactivity. Integrating state-of-the-art artificial intelligence with contemporary learning methodologies, this tool can generate crossword puzzles from any given educational text, thereby facilitating an interactive and enjoyable learning experience. This tool not only advances educational paradigms but also sets a new standard in interactive and cognitive learning technologies. The model and dataset are publicly available.

This paper presents Safurai-001, a new Large Language Model (LLM) with significant potential in the domain of coding assistance. Driven by recent advancements in coding LLMs, Safurai-001 competes in performance with the latest models like WizardCoder [Xu et al., 2023], PanguCoder [Shen et al., 2023] and Phi-1 [Gunasekar et al., 2023] but aims to deliver a more conversational interaction. By capitalizing on the progress in data engineering (including latest techniques of data transformation and prompt engineering) and instruction tuning, this new model promises to stand toe-to-toe with recent closed and open source developments. Recognizing the need for an efficacious evaluation metric for coding LLMs, this paper also introduces GPT4-based MultiParameters, an evaluation benchmark that harnesses varied parameters to present a comprehensive insight into the models functioning and performance. Our assessment shows that Safurai-001 can outperform GPT-3.5 by 1.58% and WizardCoder by 18.78% in the Code Readability parameter and more.

In today's society, we are becoming increasingly dependent on software systems. However, we also constantly witness the negative impacts of buggy software. Program synthesis aims to improve software correctness by automatically generating the program given an outline of the expected behavior. For decades, program synthesis has been an active research field, with recent approaches looking to incorporate Large Language Models to help generate code. This paper explores the concept of LLM4TDD, where we guide Large Language Models to generate code iteratively using a test-driven development methodology. We conduct an empirical evaluation using ChatGPT and coding problems from LeetCode to investigate the impact of different test, prompt and problem attributes on the efficacy of LLM4TDD.

Mathematical reasoning remains challenging for LLMs due to complex logic and the need for precise computation. Existing methods enhance LLM reasoning by synthesizing datasets through problem rephrasing, but face issues with generation quality and problem complexity. To address this, we propose to extract structural information with generated problem-solving code from mathematical reasoning and guide data generation with structured solutions. Applied to MATH and GSM8K, our approach produces 39K problems with labeled intermediate steps and a 6.1K-problem benchmark of higher difficulty. Results on our benchmark show that model performance declines as reasoning length increases. Additionally, we conducted fine-tuning experiments using the proposed training data on a range of LLMs, and the results validate the effectiveness of our dataset. We hope the proposed method and dataset will contribute to future research in enhancing LLM reasoning capabilities. Our code and data are available at https://github.com/OpenCausaLab/StructuralGeneration.

The frontier of mathematics is defined by problems whose solutions are not yet known, yet it remains unclear whether language models can meaningfully engage with such problems without human intervention. A major obstacle is the lack of large-scale research-level math datasets. To this end, we introduce ResearchMath-14k, a set of 14{,}056 problems curated from academic sources via a multi-agent pipeline, making it the largest collection of research-level mathematical problems to date. We further generate ResearchMath-Reasoning, 220K teacher trajectories from two open models, where we observe recurring avoidance behaviors such as non-attempts and fabricated references. Interestingly, across eight open-weight models, newer generations produce 5.6times more references and 5.0times more fake references per trace. After agentic filtering of ResearchMath-Reasoning, fine-tuning Qwen3 models from 4B to 30B parameters improves over base models by 9.2 points on average. This shows that filtered open-problem attempts can provide useful supervision even without fully correct reasoning traces. We make ResearchMath-14k publicly available for future works on research-level mathematical reasoning.

AI coding assistants are now widely used in software development. Software developers increasingly integrate AI-generated code into their codebases to improve productivity. Prior studies have shown that AI-generated code may contain code quality issues under controlled settings. However, we still know little about the real-world impact of AI-generated code on software quality and maintenance after it is introduced into production repositories. In other words, it remains unclear whether such issues are quickly fixed or persist and accumulate over time as technical debt. In this paper, we conduct a large-scale empirical study on the technical debt introduced by AI coding assistants in the wild. To achieve that, we built a dataset of 302.6k verified AI-authored commits from 6,299 GitHub repositories, covering five widely used AI coding assistants. For each commit, we run static analysis before and after the change to precisely attribute which code smells, correctness issues, and security issues the AI introduced. We then track each introduced issue from the introducing commit to the latest repository revision to study its lifecycle. Our results show that we identified 484,366 distinct issues, and that code smells are by far the most common type, accounting for 89.3% of all issues. We also find that more than 15% of commits from every AI coding assistant introduce at least one issue, although the rates vary across tools. More importantly, 22.7% of tracked AI-introduced issues still survive at the latest version of the repository. These findings show that AI-generated code can introduce long-term maintenance costs into real software projects and highlight the need for stronger quality assurance in AI-assisted development.

With the rapid advancement of mathematical reasoning capabilities in Large Language Models (LLMs), AI systems are increasingly being adopted in educational settings to support students' comprehension of problem-solving processes. However, a critical component remains underexplored in current LLM-generated explanations: visual explanation. In real-world instructional contexts, human tutors routinely employ visual aids - such as diagrams, markings, and highlights - to enhance conceptual clarity. To bridge this gap, we introduce a novel task of visual solution explanation, which requires generating explanations that incorporate newly introduced visual elements essential for understanding (e.g., auxiliary lines, annotations, or geometric constructions). To evaluate model performance on this task, we propose MathExplain, a multimodal benchmark consisting of 997 math problems annotated with visual keypoints and corresponding explanatory text that references those elements. Our empirical results show that while some closed-source models demonstrate promising capabilities on visual solution-explaining, current open-source general-purpose models perform inconsistently, particularly in identifying relevant visual components and producing coherent keypoint-based explanations. We expect that visual solution-explaining and the MathExplain dataset will catalyze further research on multimodal LLMs in education and advance their deployment as effective, explanation-oriented AI tutors. Code and data will be released publicly.

Novice programmers experience emotional difficulties in informal online learning environments, where confusion and frustration can hinder motivation and learning outcomes. This study investigates novice programmers' emotional experiences in informal settings, identifies the causes of emotional struggle, and explores design opportunities for affect-aware support systems. We manually annotated 1,500 posts from r/learnprogramming using the Learning-Centered Emotions framework and conducted clustering and axial coding. Confusion, curiosity, and frustration were the most common emotions, often co-occurring and associated with early learning stages. Positive emotions were relatively rare. The primary emotional triggers included ambiguous errors, unclear learning pathways, and misaligned learning resources. We identify five key areas where novice programmers need support in informal learning spaces: stress relief and resilient motivation, topic explanation and resource recommendation, strategic decision-making and learning guidance, technical support, and acknowledgment of their challenges. Our findings highlight the need for intelligent, affect-sensitive mechanisms that provide timely support aligned with learners' emotional states.

Visually impaired people are a large group who can only use braille for reading and writing. However, the lack of special educational resources is the bottleneck for educating them. Educational equity is a reflection of the level of social civilization, cultural equality, and individual dignity. Facilitating and improving lifelong learning channels for the visually impaired is of great significance. Their written braille homework or exam papers cannot be understood by sighted teachers, because of the lack of a highly accurate braille translation system, especially in Chinese which has tone marks. braille writers often omit tone marks to save space, leading to confusion when braille with the same consonants and vowels is translated into Chinese. Previous algorithms were insufficient in extracting contextual information, resulting in low accuracy of braille translations into Chinese. This project informatively fine-tuned the mT5 model with an Encoder-decoder architecture for braille to Chinese character conversion. This research created a training set of braille and corresponding Chinese text from the Leipzig Corpora. This project significantly reduced the confusion in braille, achieving 62.4 and 62.3 BLEU scores in the validation and test sets, with a curriculum learning fine-tuning method. By incorporating the braille recognition algorithm, this project is the first publicly available braille translation system and can benefit lots of visually impaired students and families who are preparing for the Chinese College Test and help to propel their college dreams in the future. There is a demo on our homepage\url{https://vision-braille.com/}.

While recent generative models advance pixel-space video synthesis, they remain limited in producing professional educational videos, which demand disciplinary knowledge, precise visual structures, and coherent transitions, limiting their applicability in educational scenarios. Intuitively, such requirements are better addressed through the manipulation of a renderable environment, which can be explicitly controlled via logical commands (e.g., code). In this work, we propose Code2Video, a code-centric agent framework for generating educational videos via executable Python code. The framework comprises three collaborative agents: (i) Planner, which structures lecture content into temporally coherent flows and prepares corresponding visual assets; (ii) Coder, which converts structured instructions into executable Python codes while incorporating scope-guided auto-fix to enhance efficiency; and (iii) Critic, which leverages vision-language models (VLM) with visual anchor prompts to refine spatial layout and ensure clarity. To support systematic evaluation, we build MMMC, a benchmark of professionally produced, discipline-specific educational videos. We evaluate MMMC across diverse dimensions, including VLM-as-a-Judge aesthetic scores, code efficiency, and particularly, TeachQuiz, a novel end-to-end metric that quantifies how well a VLM, after unlearning, can recover knowledge by watching the generated videos. Our results demonstrate the potential of Code2Video as a scalable, interpretable, and controllable approach, achieving 40% improvement over direct code generation and producing videos comparable to human-crafted tutorials. The code and datasets are available at https://github.com/showlab/Code2Video.

Recent advancements in reasoning-based Large Language Models (LLMs), particularly their potential through test-time scaling, have created significant opportunities for distillation in code generation and critique. However, progress in both areas fundamentally depends on large-scale, high-quality datasets. In this work, we introduce OpenCodeReasoning-II, a dataset consists of 2.5M question-solution-critique triples (approx. 35K unique programming questions), making it nearly twice the size of the previous largest publicly available code reasoning dataset. In this work, we employ a two-stage supervised fine-tuning strategy. The first stage focuses on fine-tuning for code generation, while the second stage involves the joint training of models for both code generation and critique. Our resulting finetuned Qwen2.5-Instruct models achieve performance in code generation that either exceeds or equals the best prior open-weight distilled models. Notably, the integration of our code generation and critique models leads to significant improvements in competitive coding performance. Furthermore, we present an extension of the LiveCodeBench benchmark to specifically support the C++ programming language, thereby facilitating more comprehensive LLM evaluation using this benchmark.

The problem of designing NLP solvers for math word problems (MWP) has seen sustained research activity and steady gains in the test accuracy. Since existing solvers achieve high performance on the benchmark datasets for elementary level MWPs containing one-unknown arithmetic word problems, such problems are often considered "solved" with the bulk of research attention moving to more complex MWPs. In this paper, we restrict our attention to English MWPs taught in grades four and lower. We provide strong evidence that the existing MWP solvers rely on shallow heuristics to achieve high performance on the benchmark datasets. To this end, we show that MWP solvers that do not have access to the question asked in the MWP can still solve a large fraction of MWPs. Similarly, models that treat MWPs as bag-of-words can also achieve surprisingly high accuracy. Further, we introduce a challenge dataset, SVAMP, created by applying carefully chosen variations over examples sampled from existing datasets. The best accuracy achieved by state-of-the-art models is substantially lower on SVAMP, thus showing that much remains to be done even for the simplest of the MWPs.

We continue the investigation into the power of smaller Transformer-based language models as initiated by TinyStories -- a 10 million parameter model that can produce coherent English -- and the follow-up work on phi-1, a 1.3 billion parameter model with Python coding performance close to the state-of-the-art. The latter work proposed to use existing Large Language Models (LLMs) to generate ``textbook quality" data as a way to enhance the learning process compared to traditional web data. We follow the ``Textbooks Are All You Need" approach, focusing this time on common sense reasoning in natural language, and create a new 1.3 billion parameter model named phi-1.5, with performance on natural language tasks comparable to models 5x larger, and surpassing most non-frontier LLMs on more complex reasoning tasks such as grade-school mathematics and basic coding. More generally, phi-1.5 exhibits many of the traits of much larger LLMs, both good -- such as the ability to ``think step by step" or perform some rudimentary in-context learning -- and bad, including hallucinations and the potential for toxic and biased generations -- encouragingly though, we are seeing improvement on that front thanks to the absence of web data. We open-source phi-1.5 to promote further research on these urgent topics.

We introduce a large-scale dataset of math word problems and an interpretable neural math problem solver that learns to map problems to operation programs. Due to annotation challenges, current datasets in this domain have been either relatively small in scale or did not offer precise operational annotations over diverse problem types. We introduce a new representation language to model precise operation programs corresponding to each math problem that aim to improve both the performance and the interpretability of the learned models. Using this representation language, our new dataset, MathQA, significantly enhances the AQuA dataset with fully-specified operational programs. We additionally introduce a neural sequence-to-program model enhanced with automatic problem categorization. Our experiments show improvements over competitive baselines in our MathQA as well as the AQuA dataset. The results are still significantly lower than human performance indicating that the dataset poses new challenges for future research. Our dataset is available at: https://math-qa.github.io/math-QA/

Competitive programming has emerged as a critical benchmark for evaluating the reasoning and coding capabilities of Large Language Models (LLMs). Despite impressive progress on existing benchmarks, we argue that current evaluations overstate model proficiency, masking a substantial gap between LLMs and elite human programmers. This gap arises from two key limitations: insufficient difficulty and scope of benchmark problems, and evaluation bias from low-quality test cases. To address these shortcomings, we present AetherCode, a new benchmark that draws problems from premier programming competitions such as IOI and ICPC, offering broader coverage and higher difficulty. AetherCode further incorporates comprehensive, expert-validated test suites built through a hybrid of automated generation and human curation, ensuring rigorous and reliable assessment. By combining challenging problem design with robust evaluation, AetherCode provides a more faithful measure of LLM capabilities and sets a new standard for future research in code reasoning.

Creating interactive STEM courseware traditionally requires HTML/CSS/JavaScript expertise, leaving barriers for educators. While generative AI can produce HTML codes, existing tools generate static presentations rather than interactive simulations, struggle with long documents, and lack pedagogical accuracy mechanisms. Furthermore, full regeneration for modifications requires 200--600 seconds, disrupting creative flow. We present MAIC-UI, a zero-code authoring system that enables educators to create and rapidly edit interactive courseware from textbooks, PPTs, and PDFs. MAIC-UI employs: (1) structured knowledge analysis with multi-modal understanding to ensure pedagogical rigor; (2) a two-stage generate-verify-optimize pipeline separating content alignment from visual refinement; and (3) Click-to-Locate editing with Unified Diff-based incremental generation achieving sub-10-second iteration cycles. A controlled lab study with 40 participants shows MAIC-UI reduces editing iterations (4.9 vs. 7.0) and significantly improves learnability and controllability compared to direct Text-to-HTML generation. A three-month classroom deployment with 53 high school students demonstrates that MAIC-UI fosters learning agency and reduces outcome disparities -- the pilot class achieved 9.21-point gains in STEM subjects compared to -2.32 points in control classes. Our code is available at https://github.com/THU-MAIC/MAIC-UI.