Cognitive-Uncertainty Guided Knowledge Distillation for Accurate Classification of Student Misconceptions

Modeling student misconceptions in a realistic manner is critical for AI in education. In this work, we examine how large language models (LLMs) reason about misconceptions when generating distractor answers for multiple-choice questions (MCQs), a task that requires producing answers that are incorrect, yet plausible. We introduce a taxonomy over reasoning strategies for distractor generation that is grounded in learning-science literature and empirical observation, which we apply to LLM-generated reasoning traces across math and science MCQs. On the math dataset, we find that models follow a misconception-based process with potentially high diagnostic value: they recover the correct solution, articulate student errors, simulate them, and select plausible candidates. On the science dataset, on the other hand, they tend to follow a less robust approach based on semantic similarity to the correct answer. We find the most frequent failure modes to be that the model is unable to generate a correct solution or that it discards plausible distractor candidates when performing selection. Providing the correct solution in the prompt yields a relative improvement of 6.4% in alignment with human-authored distractors, highlighting the critical role of anchoring distractor generation to the correct solution. Together, our findings offer an interpretable view of how LLMs model incorrect student reasoning.

Novice math teachers often encounter students' mistakes that are difficult to diagnose and remediate. Misconceptions are especially challenging because teachers must explain what went wrong and how to solve them. Although many existing large language model (LLM) platforms can assist in generating instructional feedback, these LLMs loosely connect pedagogical knowledge and student mistakes, which might make the guidance less actionable for teachers. To address this gap, we propose MisEdu-RAG, a dual-hypergraph-based retrieval-augmented generation (RAG) framework that organizes pedagogical knowledge as a concept hypergraph and real student mistake cases as an instance hypergraph. Given a query, MisEdu-RAG performs a two-stage retrieval to gather connected evidence from both layers and generates a response grounded in the retrieved cases and pedagogical principles. We evaluate on \textit{MisstepMath}, a dataset of math mistakes paired with teacher solutions, as a benchmark for misconception-aware retrieval and response generation across topics and error types. Evaluation results on \textit{MisstepMath} show that, compared with baseline models, MisEdu-RAG improves token-F1 by 10.95% and yields up to 15.3% higher five-dimension response quality, with the largest gains on \textit{Diversity} and \textit{Empowerment}. To verify its applicability in practical use, we further conduct a pilot study through a questionnaire survey of 221 teachers and interviews with 6 novices. The findings suggest that MisEdu-RAG provides diagnosis results and concrete teaching moves for high-demand misconception scenarios. Overall, MisEdu-RAG demonstrates strong potential for scalable teacher training and AI-assisted instruction for misconception handling. Our code is available on GitHub: https://github.com/GEMLab-HKU/MisEdu-RAG.

Knowledge Distillation (KD) and mixup have proven effective at inducing smoothness in class boundaries; KD captures inherent class relationships in probability distributions, and mixup enforces them through convex combinations of inputs. Their interaction, however, remains poorly understood, particularly when mixup is applied only during student training. In this setting, the teacher is queried on inputs drawn from a vicinal distribution it never saw during training, a controlled mismatch whose effect on knowledge transfer has not been characterised. We show that this mismatch causes the teacher's supervisory signal to be dominated by distributional confusion rather than inter-class structure. Despite it, the student does not merely imitate the teacher: it independently acquires greater linearity in the vicinal region, a structural property that the teacher lacks, and goes beyond dark-knowledge transfer. KD with mixup consistently improves student accuracy and reduces overconfidence by an order of magnitude relative to the baseline, across CIFAR and ImageNet with varying-capacity teachers. Crucially, calibration propagates from teacher to student independently of accuracy transfer, and temperature scaling governs a measurable accuracy-calibration trade-off that becomes more pronounced under vicinal training. These results reframe mixup distillation not as a degraded version of standard KD, but as a richer transfer channel that simultaneously shapes discriminative performance, uncertainty estimation, and representational geometry.