AI RESEARCH
Large Language Models Approach Expert Pedagogical Quality in Math Tutoring but Differ in Instructional and Linguistic Profiles
arXiv CS.CL
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ArXi:2512.20780v2 Announce Type: replace Recent work has explored the use of large language models (LLMs) to generate tutoring responses in mathematics, yet it remains unclear how closely their instructional behavior aligns with expert human practice. We analyze a dataset of math remediation dialogues in which expert tutors, novice tutors, and seven LLMs of varying sizes, comprising both open-weight and commercial models, respond to the same student errors.