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Researcher profile

Shashank Sonkar

Shashank Sonkar contributes to research discovery and scholarly infrastructure.

ResearcherAffiliation not importedOpen to collaborate
Computation and LanguageMachine LearningArtificial Intelligencecs.CY

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Published work

4 published item(s)

preprint2026arXiv

MalruleLib: Large-Scale Executable Misconception Reasoning with Step Traces for Modeling Student Thinking in Mathematics

Student mistakes in mathematics are often systematic: a learner applies a coherent but wrong procedure and repeats it across contexts. We introduce MalruleLib, a learning-science-grounded framework that translates documented misconceptions into executable procedures, drawing on 67 learning-science and mathematics education sources, and generates step-by-step traces of malrule-consistent student work. We formalize a core student-modeling problem as Malrule Reasoning Accuracy (MRA): infer a misconception from one worked mistake and predict the student's next answer under cross-template rephrasing. Across nine language models (4B-120B), accuracy drops from 66% on direct problem solving to 40% on cross-template misconception prediction. MalruleLib encodes 101 malrules over 498 parameterized problem templates and produces paired dual-path traces for both correct reasoning and malrule-consistent student reasoning. Because malrules are executable and templates are parameterizable, MalruleLib can generate over one million instances, enabling scalable supervision and controlled evaluation. Using MalruleLib, we observe cross-template degradations of 10-21%, while providing student step traces improves prediction by 3-15%. We release MalruleLib as infrastructure for educational AI that models student procedures across contexts, enabling diagnosis and feedback that targets the underlying misconception.

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preprint2026arXiv

Simulating Students or Sycophantic Problem Solving? On Misconception Faithfulness of LLM Simulators

Large language models (LLMs) can fluently generate student-like responses, making them attractive as simulated students for training and evaluating AI tutors and human educators. Yet such simulators are typically evaluated by output similarity to real students, not by whether they behave like students with coherent misconceptions during interaction. We introduce a controlled framework for evaluating misconception faithfulness, whether a simulator maintains a misconception-driven belief state and updates selectively when feedback addresses the underlying misconception. Central to our framework is a misconception-contrastive feedback protocol that compares targeted feedback against two controls: misaligned feedback (targeting a different but plausible misconception) and generic feedback (only identifying answer is wrong). We propose Selective Flip Score (SFS), which quantifies how much more often a simulator flips its answer under targeted feedback than under contrastive controls. Across seven LLMs (4B-120B), multiple datasets, and prompting strategies, simulators exhibit near-zero SFS, correcting their answers at similarly high rates regardless of feedback relevance. Further analyses reveal a sycophantic failure mode: models behave less like students with misconceptions but more like problem-solvers who treat any corrective signal as a cue to abandon the simulated belief and re-solve from internal knowledge. To address this, we develop a post-training pipeline spanning supervised fine-tuning (SFT), preference optimization, and reinforcement learning (RL) with an SFS-aligned reward; SFT yields notable gains up to +0.56, and SFS-aligned RL provides more consistent improvements than preference optimization. Our results establish misconception faithfulness as a challenging yet trainable property, motivating a shift from static output matching toward interactive, belief-aware student modeling.

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preprint2020arXiv

Attention Word Embedding

Word embedding models learn semantically rich vector representations of words and are widely used to initialize natural processing language (NLP) models. The popular continuous bag-of-words (CBOW) model of word2vec learns a vector embedding by masking a given word in a sentence and then using the other words as a context to predict it. A limitation of CBOW is that it equally weights the context words when making a prediction, which is inefficient, since some words have higher predictive value than others. We tackle this inefficiency by introducing the Attention Word Embedding (AWE) model, which integrates the attention mechanism into the CBOW model. We also propose AWE-S, which incorporates subword information. We demonstrate that AWE and AWE-S outperform the state-of-the-art word embedding models both on a variety of word similarity datasets and when used for initialization of NLP models.

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preprint2020arXiv

qDKT: Question-centric Deep Knowledge Tracing

Knowledge tracing (KT) models, e.g., the deep knowledge tracing (DKT) model, track an individual learner's acquisition of skills over time by examining the learner's performance on questions related to those skills. A practical limitation in most existing KT models is that all questions nested under a particular skill are treated as equivalent observations of a learner's ability, which is an inaccurate assumption in real-world educational scenarios. To overcome this limitation we introduce qDKT, a variant of DKT that models every learner's success probability on individual questions over time. First, qDKT incorporates graph Laplacian regularization to smooth predictions under each skill, which is particularly useful when the number of questions in the dataset is big. Second, qDKT uses an initialization scheme inspired by the fastText algorithm, which has found success in a variety of language modeling tasks. Our experiments on several real-world datasets show that qDKT achieves state-of-art performance on predicting learner outcomes. Because of this, qDKT can serve as a simple, yet tough-to-beat, baseline for new question-centric KT models.

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