At Eedi, our mission is to support teachers in identifying and addressing students’ misconceptions in mathematics. That’s why we're excited by a new research paper authored by Kasia Kobalczyk, a PhD student at the University of Cambridge. Her paper, Active Task Disambiguation with LLMs, has been selected as a Spotlight at ICLR 2025 and offers a compelling strategy for improving the quality of AI-generat ed content and human-AI alignment. The twist? It’s not about giving better answers—it’s about asking better questions.

At Eedi, we’re obsessed with a deceptively simple question: why do students get things wrong? We’re not talking about slips like picking B instead of A by accident. We’re talking about the deeper kind of wrong, like when a student always works left to right, ignoring the order of operations. These kind of mistakes reveal something something more profound: a **misconception**. If we can spot them, we can intervene and prevent a *misconception cascade*, where unresolved misconceptions lead to new ones.

Why 120 questions per year can transform maths progress in your class... At Eedi, teachers often ask: *“How many quizzes do my students really need to complete to meaningfully improve their maths?”* Thanks to a rigorous, externally conducted study, we now have a clear answer: students significantly benefit when they complete at least **120 Eedi check-in questions** over the course of a school year. Here’s what this means in practice — and why it matters for you and your students.