> As you work through a challenging set of fraction problems, it won’t just give you the answer—it breaks each problem down into digestible steps. When you get

> As you work through a challenging set of fraction problems, it won’t just give you the answer—it breaks each problem down into digestible steps. When you get stuck, it gives you easy-to-understand explanations and a gentle nudge in the right direction. When you finally get the answer, it generates targeted practice questions that help build your understanding and confidence. You don't need an LLM for this. Since the topic is specifically math, consider what that actually entails, especially for K-12 math education. The example is fractions. The rules for fraction problems are well-defined, we don't need an LLM to guess at the steps, we can literally write a simple program that encodes all the individual steps and prompts the student when they make a mistake to step back and walk through each small step (instead of taking big steps, like going from 1/2+1/4 to an answer have the student fill out each step like how to make the denominators the same and then adding the numerators and then, if applicable, simplifying). Generating problems is also not something an LLM needs to be involved in. Such a strange and wasteful use of these tools.