arXiv:2601. 18685v4 Announce Type: replace-cross Abstract: The capabilities of generative AI in mathematics education are rapidly evolving, posing significant challenges for research to keep pace.
arXiv:2605. 21629v2 Announce Type: replace-cross Abstract: How much have students' ordinary learning processes shifted in response to generative AI, and how does that affect their durable learning outcomes?
arXiv:2606. 12441v1 Announce Type: cross Abstract: The four dominant learning theories of behaviorism, cognitivism, constructivism, and connectivism show significant conceptual limitations as generative artificial intelligence (AI) proliferates in educational settings.
arXiv:2604. 27618v2 Announce Type: replace-cross Abstract: Understanding the impact of large language models (LLMs) on mathematics education requires data on LLMs' mathematical performance and biases.
arXiv:2606. 24104v1 Announce Type: cross Abstract: Generative artificial intelligence(GenAI) is reshaping learning in higher education, with particularly pronounced implications for the humanities and social sciences(HSS), where learning outcomes are commonly expressed through written and interpretive forms that align closely with GenAI's capabilities.
arXiv:2607. 15247v1 Announce Type: new Abstract: Evidence synthesis is crucial for turning primary research into reliable knowledge for science, medicine, education, and policy.
arXiv:2608. 16118v1 Announce Type: new Abstract: How should we assess whether large language models can perform mathematical invention?
arXiv:2505. 00100v2 Announce Type: replace-cross Abstract: Background and Context.
arXiv:2605. 15850v3 Announce Type: replace-cross Abstract: In recent years, generative AI (GenAI) in educational settings has become ubiquitous in university students' daily lives, despite its potential to induce over-reliance, metacognitive disengagement, and diminished learning when used unrestrictedly.
arXiv:2606. 12422v1 Announce Type: cross Abstract: The integration of large language models (LLMs) into educational assessment represents a transformative shift in classroom grading practices.
arXiv:2606. 28749v1 Announce Type: cross Abstract: Although most undergraduates now use large language models (LLMs), a form of generative artificial intelligence (GenAI) for academic writing, no validated method distinguishes the qualitatively different ways students rely on them.
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. 14178v1 Announce Type: new Abstract: Recent advances in Large Language Models have fueled autonomous AI agents capable of tackling complex scientific tasks, yet existing automated research systems remain predominantly focused on empirically driven domains with quantitative benchmarks, leaving theory-driven discovery, particularly in mathematically grounded disciplines requiring rigorous proofs and synthesis of domain knowledge, largely underexplored.