arXiv:2606. 10254v1 Announce Type: new Abstract: While Large Language Models (LLMs) have achieved near-perfect performance in \emph{solving} high-school mathematics, their ability to \emph{evaluate} the diverse reasoning processes of real human students remains under-examined.
By Yiteng Mao, Kenan Xu, Yijia Lyu, Wenhao Li, Jianlong Chen, Xiangfeng Wang
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?
By Sina Rismanchian, Hasan Uzun, Jeffrey Matayoshi, Eric Cosyn, Eyad Kurd-Misto
arXiv:2607. 17166v1 Announce Type: new Abstract: Transformer-based large language models (LLMs) continue to achieve state-of-the-art performance across various natural language processing tasks.
By Luyu Qiu, Jianing Li, Hwanhee Kim, Xiaoyong Wei, Yueyuan Zheng, Janet Hsiao, Lei Chen
arXiv:2607. 21306v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems.
By Verona Teo, Raghav Jain, Tobias Gerstenberg, Max Kleiman-Weiner
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.
By Anselm Strohmaier, Samira B\"odefeld, Oliver Straser, Frank Reinhold
arXiv:2607. 08285v1 Announce Type: new Abstract: Current AI evaluation frameworks focus primarily on technical performance, including accuracy, robustness, reasoning ability, and policy compliance.
By Marcos Economides, Paul M. Sacher, Samuel Salzer, Alexis Michelle Abellar, Fendi Tsim, Antoine Ferr\`ere