arXiv:2610.08703v1 Announce Type: new Abstract: In K-12 mathematics tutoring, student-tutor dialogue provides rich evidence of learners' problem-solving processes and sources of difficulty. Learning...
The study analyzes 20,462 student turns from 1,260 sessions with a guided LLM chemistry tutor, identifying 6,630 impasse turns categorized as conceptual errors, expressed uncertainty, or help‑seeking. Three tutoring conditions—baseline, no‑direct‑answer, and guided—were simulated, revealing that the baseline tutor often gave direct answers, the no‑direct‑answer tutor always asked follow‑up questions, and the guided tutor varied its responses based on context. Impasse trajectories showed that each additional impasse turn reduced the likelihood of recovery, while addressing errors became increasingly beneficial compared to repeated scripted questioning.
The paper introduces a framework to evaluate large language models (LLMs) on their ability to conduct full scientific inquiry cycles, combining hypothesis generation, reasoning, and exploration. By extending the Countdown task into a mathematical environment, the authors assess how LLMs probe systems, collect observations, and infer relationships, examining exploration strategies and causal discovery. Experiments across seven LLMs and various prompting methods show limited inherent inquiry skills, but structured guidance inspired by educational scaffolding markedly improves performance.
Ladders-of-Thought (LoT) is a framework that enhances reasoning in small- to mid-scale large language models by automatically generating easier variants of reasoning problems and organizing them into difficulty buckets. It uses a self‑evolving bandit scheduler to adaptively allocate training, improving performance across math and multi‑hop reasoning tasks on 1–8 B models. LoT achieves significant gains (e.g., +32 pp on AddSub, +16 pp on QASC) and converges faster than staged curricula.
arXiv:2509. 14704v3 Announce Type: replace Abstract: Benchmark saturation and training-data contamination increasingly obscure whether reported gains in large language models (LLMs) reflect genuine advances in reasoning or familiarity with recurring patterns in benchmark problems.
arXiv:2608. 13760v1 Announce Type: cross Abstract: Which reasoning behaviors are associated with correct answers in reasoning models, and does reasoning-oriented training amplify those behaviors?
arXiv:2606. 28186v1 Announce Type: cross Abstract: Predicting human item difficulty is central to educational assessment, where reliable estimates support fairness and effective test construction.
arXiv:2604.27251v3 Announce Type: replace-cross Abstract: Large Language Models (LLMs) acquire reasoning capabilities through shared inference patterns in pre-training data, which are further elicite...
arXiv:2607. 11266v1 Announce Type: new Abstract: Chain-of-Thought (CoT) prompting has significantly advanced the reasoning capabilities of Large Language Models (LLMs), yet it often incurs substantial computational costs due to over-reasoning: the generation of redundant, verbose, or irrelevant steps.
arXiv:2607. 21306v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems.
arXiv:2607. 18100v1 Announce Type: new Abstract: Extended reasoning has become standard for frontier Large Language Models (LLMs), yet the trajectories these models produce remain largely uncontrollable.
The paper presents the first dataset that captures how humans learn and use mechanisms in unfamiliar environments, using ARC‑AGI‑3 as a testbed. It includes 144 trajectories from 64 participants across 25 public games, each paired with time‑synchronized actions and think‑aloud audio, and 250 trajectories from large language model agents with and without harnesses. The dataset is annotated for mechanism triggers, action purposes, errors, and recovery, enabling a comparison of human and LLM cognition, highlighting differences in hypothesis testing, exploration, and use of qualitative representations.