arXiv:2607. 04572v2 Announce Type: replace Abstract: Large language model (LLM) tutors may have access to teacher notes, answer keys, rubrics, or retrieved solutions while producing student-facing explanations.
By Bonan Shen, Dingyan Shang, Youting Wang, Tao Ning, Bowen Liu
arXiv:2607. 22629v1 Announce Type: new Abstract: Large Reasoning Models (LRMs) produce long, explicit chains of intermediate steps before generating a final answer at inference time.
By Durgesh Kalwar, Vardhan Palod, Subbarao Kambhampati
arXiv:2609.38107v1 Announce Type: cross
Abstract: Chain-of-thought traces are widely read as records of how models reach their answers, informing debugging, agent auditing, and claims about reasoning...
By Ratish Puduppully, Pranabendu Misra, Paarth Iyer, Durgesh Kalwar, Vardhan Palod, Subbarao Kambhampati
arXiv:2608.29956v1 Announce Type: new
Abstract: Large language models often answer complex reasoning questions without revealing intermediate steps, raising whether they reason latently or complete p...
By Armaan Singh, Ryan Trinh Le, Jasmine Kaur, Abdullah Sultan, Edward Lue Chee Lip, Kiran Nijjer, Adnan Ahmed, Vasu Sharma
The paper proposes a test‑time method to enhance the faithfulness of large language model (LLM) explanations by removing concepts not credited in the model’s explanation before re‑querying the model. This approach targets incompleteness—omissions of influential factors—rather than unsoundness, and is model‑agnostic, requiring no changes to model weights. Experiments across two datasets and multiple model families show improved faithfulness compared to standard prompting and faithfulness‑encouraging prompts.
By Qinglan Luo, S M A Nahian, John Guttag, S. Mazdak Abulnaga, Katie Matton
The paper presents ESSE, a self‑explanation tutor that uses a large language model to give immediate feedback on students’ line‑by‑line explanations of introductory programming worked examples. It evaluates the LLM’s judgments against a domain expert and a crowd of non‑experts, finding that the model is reliable enough to serve as the tutor’s assessment engine. In an introductory Java course, the tutor’s feedback encourages students to persist, improves the completeness and conceptual depth of their explanations, and shows evidence of learning.
By Arun-Balajiee Lekshmi-Narayanan, Mohammad Hassany, Kamil Akhuseyinoglu, Rully Hendrawan, Peter Brusilovsky