Large Language Models Don't Make Sense of Word Problems. A Scoping Review from a Mathematics Education Perspective
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arXiv
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| Format: | Preprint |
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2025
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| _version_ | 1866911100110372864 |
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| author | Strohmaier, Anselm R. Van Dooren, Wim Seßler, Kathrin Greer, Brian Verschaffel, Lieven |
| author_facet | Strohmaier, Anselm R. Van Dooren, Wim Seßler, Kathrin Greer, Brian Verschaffel, Lieven |
| contents | The progress of Large Language Models (LLMs) like ChatGPT raises the question of how they can be integrated into education. One hope is that they can support mathematics learning, including word-problem solving. Since LLMs can handle textual input with ease, they appear well-suited for solving mathematical word problems. Yet their real competence, whether they can make sense of the real-world context, and the implications for classrooms remain unclear. We conducted a scoping review from a mathematics-education perspective, including three parts: a technical overview, a systematic review of word problems used in research, and a state-of-the-art empirical evaluation of LLMs on mathematical word problems. First, in the technical overview, we contrast the conceptualization of word problems and their solution processes between LLMs and students. In computer-science research this is typically labeled mathematical reasoning, a term that does not align with usage in mathematics education. Second, our literature review of 213 studies shows that the most popular word-problem corpora are dominated by s-problems, which do not require a consideration of realities of their real-world context. Finally, our evaluation of GPT-3.5-turbo, GPT-4o-mini, GPT-4.1, o3, and GPT-5 on 287 word problems shows that most recent LLMs solve these s-problems with near-perfect accuracy, including a perfect score on 20 problems from PISA. LLMs still showed weaknesses in tackling problems where the real-world context is problematic or non-sensical. In sum, we argue based on all three aspects that LLMs have mastered a superficial solution process but do not make sense of word problems, which potentially limits their value as instructional tools in mathematics classrooms. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2506_24006 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Large Language Models Don't Make Sense of Word Problems. A Scoping Review from a Mathematics Education Perspective Strohmaier, Anselm R. Van Dooren, Wim Seßler, Kathrin Greer, Brian Verschaffel, Lieven Computation and Language History and Overview The progress of Large Language Models (LLMs) like ChatGPT raises the question of how they can be integrated into education. One hope is that they can support mathematics learning, including word-problem solving. Since LLMs can handle textual input with ease, they appear well-suited for solving mathematical word problems. Yet their real competence, whether they can make sense of the real-world context, and the implications for classrooms remain unclear. We conducted a scoping review from a mathematics-education perspective, including three parts: a technical overview, a systematic review of word problems used in research, and a state-of-the-art empirical evaluation of LLMs on mathematical word problems. First, in the technical overview, we contrast the conceptualization of word problems and their solution processes between LLMs and students. In computer-science research this is typically labeled mathematical reasoning, a term that does not align with usage in mathematics education. Second, our literature review of 213 studies shows that the most popular word-problem corpora are dominated by s-problems, which do not require a consideration of realities of their real-world context. Finally, our evaluation of GPT-3.5-turbo, GPT-4o-mini, GPT-4.1, o3, and GPT-5 on 287 word problems shows that most recent LLMs solve these s-problems with near-perfect accuracy, including a perfect score on 20 problems from PISA. LLMs still showed weaknesses in tackling problems where the real-world context is problematic or non-sensical. In sum, we argue based on all three aspects that LLMs have mastered a superficial solution process but do not make sense of word problems, which potentially limits their value as instructional tools in mathematics classrooms. |
| title | Large Language Models Don't Make Sense of Word Problems. A Scoping Review from a Mathematics Education Perspective |
| topic | Computation and Language History and Overview |
| url | https://arxiv.org/abs/2506.24006 |