Large language models (LLMs) often make reasoning errors when solving mathematical problems, and how to automatically detect and correct these errors has become an important research direction. However, existing approaches mainly focus on self-correction within the model, which falls short of the “teacher-style” correction required in educational settings, i.e., systematically guiding and revising a student’s problem-solving process. To address this gap, we propose SMRC (Student Mathematical Reasoning Correction), a novel method that aligns LLMs with student reasoning. Specifically, SMRC formulates student reasoning as a multi-step sequential decision problem and introduces Monte Carlo Tree Search (MCTS) to explore optimal correction paths. To reduce the cost of the annotating process-level rewards, we leverage breadth-first search (BFS) guided by LLMs and final-answer evaluation to generate reward signals, which are then distributed across intermediate reasoning steps via a back-propagation mechanism, enabling fine-grained process supervision. Additionally, we construct a benchmark for high school mathematics, MSEB (Multi-Solution Error Benchmark), consisting of 158 instances that include problem statements, student solutions, and correct reasoning steps. We further propose a dual evaluation protocol centered on solution accuracy and correct-step retention, offering a comprehensive measure of educational applicability. Experiments demonstrate that SMRC significantly outperforms existing methods on two public datasets (ProcessBench and MR-GSM8K) and our MSEB in terms of effectiveness and overall performance.

Multimodal Large Language Models (MLLMs) have demonstrated strong abilities in solving diverse visual and textual reasoning tasks. However, their development in the physics domain is significantly hindered by the lack of a comprehensive benchmark. To fill this gap, we introduce OmniPhys, a large-scale benchmark for multimodal physics understanding and reasoning, covering middle school through university-level problems from Chinese Educational Corpora. OmniPhys consists of 15,246 questions and 19,850 images, accompanied by detailed annotations that support fine-grained analysis of reasoning processes and knowledge usage. Beyond conventional evaluation, OmniPhys is a benchmark that systematically evaluates multimodal outputs in physics domain, including models’ ability to generate structured physics diagrams, which constitute a fundamental component of authentic physics problem solving.

Recently, several multi-turn dialogue benchmarks have been proposed to evaluate the conversational abilities of large language models (LLMs). As LLMs are increasingly recognized as key technology for advancing intelligent education, owing to their ability to deeply understand instructional contexts and provide personalized guidance, constructing dedicated teacher-student dialogue benchmarks has become particularly important. To this end, we present EduDial, a comprehensive multi-turn teacher-student dialogue dataset. EduDial covers 345 core knowledge points and consists of 34,250 dialogue sessions from interactions between teacher and student agents. Its design is guided by Bloom’s taxonomy of educational objectives and incorporates ten questioning strategies—including situational questioning, zone of proximal development (ZPD) questioning, and metacognitive questioning—better capturing authentic classroom interactions. Furthermore, we design differentiated teaching strategies for students at different cognitive levels, providing more targeted guidance. Building on EduDial, we develop EduDial-LLM 32B via training and propose an 11-dimensional evaluation framework that systematically measures the teaching abilities of LLMs, encompassing overall teaching quality and content quality. Experiments on 17 mainstream LLMs reveal that most models struggle in student-centered teaching scenarios, whereas EduDial-LLM achieves significant gains, consistently outperforming all baselines across all metrics. Code is available at https://github.com/ECNU-RAIL/EduDial-EMNLP2026.

Large language models (LLMs) are shifting from answer providers to intelligent tutors in educational settings. However, current supervised fine-tuning methods only learn surface-level teaching patterns without dynamic adaptation. Recent reinforcement learning approaches address this, yet two key challenges remain. First, they evaluate teaching effectiveness solely based on whether students produce correct outputs, unable to distinguish whether students genuinely understand or echo teacher-provided answers. Second, they cannot perceive students’ evolving cognitive states through dialogue, failing to adapt teaching strategies accordingly. We propose Unidirectional Cognitive Optimization (UCO) to address these challenges. UCO employs a multi-turn interactive reinforcement learning paradigm with two synergistic reward functions: the Progress Reward captures cognitive advancement, evaluating students’ transition from confusion to comprehension, and the Scaffold Reward dynamically identifies each student’s Zone of Proximal Development (ZPD), encouraging the teacher to conduct productive teaching within this zone. We evaluate UCO against 11 baseline models on BigMath and MathTutorBench. Results demonstrate that UCO outperforms all equivalent-scale models and achieves performance comparable to leading closed-source models. Code is available at https://github.com/ECNU-RAIL/UCO-EMNLP2026.

Large language models (LLMs) have advanced the development of personalized learning in education. However, their inherent generation mechanisms often produce homogeneous responses to identical prompts. This “one-size-fits-all” mechanism overlooks the substantial heterogeneity in students’ cognitive and psychological characteristics, thereby posing potential safety risks to vulnerable groups. Existing safety evaluations primarily rely on context-independent metrics such as factual accuracy, bias, or toxicity, which fail to capture the divergent harms that the same response might cause across different student attributes. To address this gap, we propose the concept of “Student-Tailored Personalized Safety” and construct CASTLE based on educational theories. This benchmark covers 15 educational safety risks and 14 student attributes, comprising 92,908 bilingual scenarios. We further design three evaluation metrics: Risk Sensitivity, measuring the model’s ability to detect risks; Emotional Empathy, evaluating the model’s capacity to recognize student states; and Student Alignment, assessing the match between model responses and student attributes. Experiments on 18 LLMs demonstrate that CASTLE poses a significant challenge: all models scored below an average safety score of 2.5 out of 5, indicating substantial deficiencies in personalized safety assurance. The code is available at https://github.com/ECNU-RAIL/CASTLE-EMNLP2026.

Large reasoning models that use long chain-of-thought excel at problem-solving yet waste compute on redundant checks. Curbing this overthinking is hard: training-time length penalties can cripple ability, while inference-time early-exit adds system overhead. To bridge this gap, we propose Step-GRPO, a novel post-training framework that internalizes dynamic early-exit capabilities directly into the model. Step-GRPO shifts the optimization objective from raw tokens to semantic steps by utilizing linguistic markers to structure reasoning. We introduce a Dynamic Truncated Rollout mechanism that exposes the model to concise high-confidence trajectories during exploration, synergized with a Step-Aware Relative Reward that dynamically penalizes redundancy based on group-level baselines. Extensive experiments across three model sizes on diverse benchmarks demonstrate that Step-GRPO achieves a superior accuracy-efficiency trade-off. On Qwen3-8B, our method reduces token consumption by 32.0% compared to the vanilla model while avoiding the accuracy degradation observed in traditional length-penalty methods.

Distractors—incorrect yet plausible answer choices in multiple-choice questions (MCQs)—are vital in educational assessments, as they help identify student misconceptions by presenting potential reasoning errors. Current distractor generation methods typically produce shared distractors for all students, ignoring the individual variations in reasoning, which limits their diagnostic effectiveness. To tackle this challenge, we introduce the task of Personalized Distractor Generation, which tailors distractors to each student’s specific cognitive flaws, inferred from their past question-answering (QA) history. While promising, this task is particularly demanding due to the limited number of QA records available for each student, which are insufficient for training, as well as the absence of their underlying reasoning process. To overcome this, we propose a novel, training-free two-stage framework. In the first stage, Monte Carlo Tree Search (MCTS) is used to reconstruct the student’s reasoning process from past errors, creating a student-specific misconception prototype. In the second stage, this prototype guides the simulation of the student’s reasoning on new questions, generating personalized distractors that resonate with their individual misconceptions. Our experiments, conducted on 1,361 students across 6 subjects, demonstrate that this approach outperforms existing methods in generating plausible, personalized distractors, and also effectively adapts to group-level settings, highlighting its robustness and versatility.

This paper proposes shortcut decoding, an efficient framework for accelerating Chain-of-Thought (CoT) reasoning in Large Language Models (LLMs). Existing methods that prune or employ early stopping to reduce latency often compromise reasoning reliability. Motivated by the observation that LLMs frequently converge to correct solutions internally before completing explicit textual reasoning, we propose a dual-signal adaptive controller that integrates lightweight probes over internal hidden states with step-level entropy. This controller detects convergence of reasoning during generation and adaptively selects between a fast-exit path and a stability-verified path to remove redundant steps while preserving answer correctness. Experiments across multiple mathematical reasoning benchmarks demonstrate that shortcut decoding reduces token usage by approximately 35%, maintains accuracy comparable to full CoT decoding, and achieves final-answer accuracy comparable to the full CoT baseline, outperforming existing early-stopping methods without updating the base model. Our code is available at https://github.com/kuromi9527/shortcut_decoding.

The scaling of large language models (LLMs) is a critical research area for the efficiency and effectiveness of model training and deployment. Our work investigates the transferability and discrepancies of scaling laws between Dense Models and Mixture of Experts (MoE) models. Through a combination of theoretical analysis and extensive experiments, including consistent loss scaling, optimal batch size/learning rate scaling, and resource allocation strategies scaling, our findings reveal that the power-law scaling framework also applies to MoE Models, indicating that the fundamental principles governing the scaling behavior of these models are preserved, even though the architecture differs. Additionally, MoE Models demonstrate superior generalization, resulting in lower testing losses with the same training compute budget compared to Dense Models. These findings indicate the scaling consistency and transfer generalization capabilities of MoE Models, providing new insights for optimizing MoE Model training and deployment strategies.