Agreement Is Not Validity: Cross-Model LLM Consensus in Diagnosing Student Failure Modes in K-12 Math Tutoring Dialogue

Paper recorded by Signals 4 on 2026-10-06 in cs.CL. Abstract reproduced from arXiv; link to the original below.

Published 2026-10-06 on arXiv · recorded by Signals 4 on 2026-10-07

Category: cs.CL · 自然语言处理 · first seen 2026-10-07

Abstract

In K-12 mathematics tutoring, student-tutor dialogue provides rich evidence of learners' problem-solving processes and sources of difficulty. Learning analytics research increasingly relies on large language models (LLMs) to extract such information from dialogue for a variety of downstream tasks, including knowledge tracing, behavioral modeling, and diagnosis of student reasoning errors. However,

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