@inproceedings{hsu-etal-2026-mathedu,
title = "{M}ath{EDU}: Feedback Generation on Problem-Solving Processes for Mathematical Learning Support",
author = "Hsu, Wei-Ling and
Tang, Yu-Chien and
Yen, An-Zi",
editor = "Demberg, Vera and
Inui, Kentaro and
Marquez, Llu{\'i}s",
booktitle = "Proceedings of the 19th Conference of the {E}uropean Chapter of the {A}ssociation for {C}omputational {L}inguistics (Volume 1: Long Papers)",
month = mar,
year = "2026",
address = "Rabat, Morocco",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/2026.eacl-long.132/",
pages = "2883--2901",
ISBN = "979-8-89176-380-7",
abstract = "The increasing reliance on Large Language Models (LLMs) across various domains extends to education, where students progressively use generative AI as a tool for learning. While prior work has examined LLMs' mathematical ability, their reliability in grading authentic student problem-solving processes and delivering effective feedback remains underexplored. This study introduces MathEDU, a dataset consisting of student problem-solving processes in mathematics and corresponding teacher-written feedback. We systematically evaluate the reliability of various models across three hierarchical tasks: answer correctness classification, error identification, and feedback generation. Experimental results show that fine-tuning strategies effectively improve performance in classifying correctness and locating erroneous steps. However, the generated feedback across models shows a considerable gap from teacher-written feedback. Critically, the generated feedback is often verbose and fails to provide targeted explanations for the student{'}s underlying misconceptions. This emphasizes the urgent need for trustworthy and pedagogy-aware AI feedback in education."
}<?xml version="1.0" encoding="UTF-8"?>
<modsCollection xmlns="http://www.loc.gov/mods/v3">
<mods ID="hsu-etal-2026-mathedu">
<titleInfo>
<title>MathEDU: Feedback Generation on Problem-Solving Processes for Mathematical Learning Support</title>
</titleInfo>
<name type="personal">
<namePart type="given">Wei-Ling</namePart>
<namePart type="family">Hsu</namePart>
<role>
<roleTerm authority="marcrelator" type="text">author</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Yu-Chien</namePart>
<namePart type="family">Tang</namePart>
<role>
<roleTerm authority="marcrelator" type="text">author</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">An-Zi</namePart>
<namePart type="family">Yen</namePart>
<role>
<roleTerm authority="marcrelator" type="text">author</roleTerm>
</role>
</name>
<originInfo>
<dateIssued>2026-03</dateIssued>
</originInfo>
<typeOfResource>text</typeOfResource>
<relatedItem type="host">
<titleInfo>
<title>Proceedings of the 19th Conference of the European Chapter of the Association for Computational Linguistics (Volume 1: Long Papers)</title>
</titleInfo>
<name type="personal">
<namePart type="given">Vera</namePart>
<namePart type="family">Demberg</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Kentaro</namePart>
<namePart type="family">Inui</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Lluís</namePart>
<namePart type="family">Marquez</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<originInfo>
<publisher>Association for Computational Linguistics</publisher>
<place>
<placeTerm type="text">Rabat, Morocco</placeTerm>
</place>
</originInfo>
<genre authority="marcgt">conference publication</genre>
<identifier type="isbn">979-8-89176-380-7</identifier>
</relatedItem>
<abstract>The increasing reliance on Large Language Models (LLMs) across various domains extends to education, where students progressively use generative AI as a tool for learning. While prior work has examined LLMs’ mathematical ability, their reliability in grading authentic student problem-solving processes and delivering effective feedback remains underexplored. This study introduces MathEDU, a dataset consisting of student problem-solving processes in mathematics and corresponding teacher-written feedback. We systematically evaluate the reliability of various models across three hierarchical tasks: answer correctness classification, error identification, and feedback generation. Experimental results show that fine-tuning strategies effectively improve performance in classifying correctness and locating erroneous steps. However, the generated feedback across models shows a considerable gap from teacher-written feedback. Critically, the generated feedback is often verbose and fails to provide targeted explanations for the student’s underlying misconceptions. This emphasizes the urgent need for trustworthy and pedagogy-aware AI feedback in education.</abstract>
<identifier type="citekey">hsu-etal-2026-mathedu</identifier>
<location>
<url>https://aclanthology.org/2026.eacl-long.132/</url>
</location>
<part>
<date>2026-03</date>
<extent unit="page">
<start>2883</start>
<end>2901</end>
</extent>
</part>
</mods>
</modsCollection>
%0 Conference Proceedings
%T MathEDU: Feedback Generation on Problem-Solving Processes for Mathematical Learning Support
%A Hsu, Wei-Ling
%A Tang, Yu-Chien
%A Yen, An-Zi
%Y Demberg, Vera
%Y Inui, Kentaro
%Y Marquez, Lluís
%S Proceedings of the 19th Conference of the European Chapter of the Association for Computational Linguistics (Volume 1: Long Papers)
%D 2026
%8 March
%I Association for Computational Linguistics
%C Rabat, Morocco
%@ 979-8-89176-380-7
%F hsu-etal-2026-mathedu
%X The increasing reliance on Large Language Models (LLMs) across various domains extends to education, where students progressively use generative AI as a tool for learning. While prior work has examined LLMs’ mathematical ability, their reliability in grading authentic student problem-solving processes and delivering effective feedback remains underexplored. This study introduces MathEDU, a dataset consisting of student problem-solving processes in mathematics and corresponding teacher-written feedback. We systematically evaluate the reliability of various models across three hierarchical tasks: answer correctness classification, error identification, and feedback generation. Experimental results show that fine-tuning strategies effectively improve performance in classifying correctness and locating erroneous steps. However, the generated feedback across models shows a considerable gap from teacher-written feedback. Critically, the generated feedback is often verbose and fails to provide targeted explanations for the student’s underlying misconceptions. This emphasizes the urgent need for trustworthy and pedagogy-aware AI feedback in education.
%U https://aclanthology.org/2026.eacl-long.132/
%P 2883-2901
Markdown (Informal)
[MathEDU: Feedback Generation on Problem-Solving Processes for Mathematical Learning Support](https://aclanthology.org/2026.eacl-long.132/) (Hsu et al., EACL 2026)
ACL