Recent advances in large language models (LLMs) have significantly improved mathematical problem-solving. Among various techniques, paraphrasing problem statements has emerged as a promising strategy to enhance model understanding and accuracy.We define twelve paraphrasing types grounded in mathematics education theory and analyze their impact on LLM performance across different configurations. To automate selection, we propose a Paraphrase Type Selector that predicts effective paraphrases for each problem.Experiments on MATH-500, SVAMP, and AIME shows consistent performance gain from paraphrased problems. On MATH-500 with LLaMA 3.1-8B, combining the original with the best five paraphrased problems improves accuracy by +8.4%, with the selector achieving an additional +1.33% gain.

In English education tutoring, teacher feedback is essential for guiding students. Recently, AI-based tutoring systems have emerged to assist teachers; however, these systems require high-quality and large-scale teacher feedback data, which is both time-consuming and costly to generate manually. In this study, we propose FEAT, a cost-effective framework for generating teacher feedback, and have constructed three complementary datasets: (1) DIRECT-Manual (DM), where both humans and large language models (LLMs) collaboratively generate high-quality teacher feedback, albeit at a higher cost; (2) DIRECT-Generated (DG), an LLM-only generated, cost-effective dataset with lower quality;, and (3) DIRECT-Augmented (DA), primarily based on DG with a small portion of DM added to enhance quality while maintaining cost-efficiency. Experimental results showed that incorporating a small portion of DM (5–10%) into DG leads to superior performance compared to using 100% DM alone.