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It is argued that progress requires validating the interfaces between tutoring stages, not only improving individual components, and that progress requires validating the interfaces between tutoring stages, not only improving individual components.
It is argued that tutoring safety is fundamentally different from conventional LLM safety: the primary risk is not toxic content but the quiet erosion of learning through answer over-disclosure, misconception reinforcement, and the abdication of scaffolding.
Recent research points toward LLMs being manipulated through adversarial and seemingly benign inputs, resulting in harmful, biased, or policy-violating outputs. In this paper, we study an underexplored issue concerning harmful and toxic mathematical word problems. We show that math questions, particularly those framed...
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