role stringclasses 2
values | content stringlengths 0 2.1k | session_id int64 10 21.7k | sequence_id int64 0 2.38k | annotations listlengths 0 8 |
|---|---|---|---|---|
volunteer | Hi Chloe! What can I help you with today? | 16,592 | 0 | [
{
"pii_type": "PERSON",
"surrogate": "Chloe",
"start": 3,
"end": 8
}
] |
student | hello! | 16,592 | 1 | [] |
student | There is a specific question that i do not know how to solve | 16,592 | 2 | [] |
student | it's #4 | 16,592 | 3 | [] |
volunteer | Okay! Give me a second to try it out | 16,592 | 4 | [] |
student | i have to be able to state the transformations that occured in order, with the graph for each step | 16,592 | 5 | [] |
volunteer | Okay, so first factor out the constant so it would be -3f(-2(x-3/2)) -1 | 16,592 | 6 | [] |
volunteer | the function f(-2x) represents a horizontal compression of the original function f(x) by a factor of 1/2 about the y axis | 16,592 | 7 | [] |
volunteer | the function f(-2(x-3/2)) represents a horizontal shift to the right by 3/2 units | 16,592 | 8 | [] |
volunteer | the -1 at the end is the vertical shift downwards by 1 unit | 16,592 | 9 | [] |
student | let me try that out with the graphs | 16,592 | 10 | [] |
student | ok so | 16,592 | 11 | [] |
student | like that? | 16,592 | 12 | [] |
student | wait | 16,592 | 13 | [] |
student | the vertical stretch of 3 | 16,592 | 14 | [] |
student | and reflected upon the x axis too right? | 16,592 | 15 | [] |
volunteer | yes the third graph would be like that instead | 16,592 | 16 | [] |
student | does the vertical stretch happen before or after the vertical translation? | 16,592 | 17 | [] |
student | because i always mix up the otder | 16,592 | 18 | [] |
volunteer | It happens before since the -3 is attached directly to the function while the -1 is on the outside so its after | 16,592 | 19 | [] |
student | oh ok | 16,592 | 20 | [] |
student | thanksss | 16,592 | 21 | [] |
volunteer | np! | 16,592 | 22 | [] |
student | Hi. I have a question that I wrote it on the whiteboard. I'm starting to write my work out so you can see it | 16,632 | 0 | [] |
volunteer | Hello | 16,632 | 1 | [] |
volunteer | I see it | 16,632 | 2 | [] |
student | its really the finding the domain part that's confusing me the most with this particular problem | 16,632 | 3 | [] |
volunteer | The domain is what X values are valid | 16,632 | 4 | [] |
student | yea. so I know anything lower than -2 cant be right | 16,632 | 5 | [] |
volunteer | see board | 16,632 | 6 | [] |
student | ok | 16,632 | 7 | [] |
student | why did u flip the sign? x cant be less than -2 | 16,632 | 8 | [] |
volunteer | -1 gives you an invalid answer | 16,632 | 9 | [] |
student | Nvm. it can be bc then the numerator would also be negative and it would cancel out | 16,632 | 10 | [] |
volunteer | see graph https://example.com/math_graph | 16,632 | 11 | [
{
"pii_type": "URL",
"surrogate": "https://example.com/math_graph",
"start": 10,
"end": 40
}
] |
volunteer | correction | 16,632 | 12 | [] |
volunteer | Can you see the graph? | 16,632 | 13 | [] |
student | yes | 16,632 | 14 | [] |
volunteer | does the domain make sense? | 16,632 | 15 | [] |
student | but I think I'm supposed to solve this purely usingalgebra | 16,632 | 16 | [] |
volunteer | Precisely | 16,632 | 17 | [] |
volunteer | algebraically denominator can not be zero or negative | 16,632 | 18 | [] |
student | I can see that x has to be less than 2 | 16,632 | 19 | [] |
volunteer | cool | 16,632 | 20 | [] |
student | is that correct? | 16,632 | 21 | [] |
volunteer | looks good | 16,632 | 22 | [] |
student | ok great! I have to right now but thanks for helping me today. | 16,632 | 23 | [] |
volunteer | bye | 16,632 | 24 | [] |
student | bye | 16,632 | 25 | [] |
volunteer | Hi, how can I help | 16,572 | 0 | [] |
student | Hi I was just wondering how to do the functions, because im functions% understanding it | 16,572 | 1 | [] |
volunteer | sure, do you mean like how to graph functions or what a function is, for clarity | 16,572 | 2 | [] |
student | like the tables, and how to determine what happened to the function from an equation | 16,572 | 3 | [] |
volunteer | do you have an example we could work from? | 16,572 | 4 | [] |
student | i do not | 16,572 | 5 | [] |
volunteer | Ok, lets see | 16,572 | 6 | [] |
volunteer | Can you make any predictions on what this function could be? | 16,572 | 7 | [] |
student | is it a shift | 16,572 | 8 | [] |
volunteer | Not quite, think of your main types of functions | 16,572 | 9 | [] |
volunteer | Exponential, linear, polynomial, etc | 16,572 | 10 | [] |
volunteer | are there any patterns you notice, patterns are something fairly relevant for functions | 16,572 | 11 | [] |
student | quadratic? because of the perfect squares | 16,572 | 12 | [] |
volunteer | Yup! | 16,572 | 13 | [] |
student | I dont really remember going over these in class, because we automatically went into horizontal shifts, vert shifts, reflections and stuff like that | 16,572 | 14 | [] |
volunteer | Ok, lets try one of those | 16,572 | 15 | [] |
volunteer | What kind of technique/shift do you have to apply to y=2x to get the function there | 16,572 | 16 | [] |
student | so im mainly struggling on the stuff when the teacher gives us an equation, and the parent funtion and then we have to use the equation to determine and graph the new function | 16,572 | 17 | [] |
volunteer | ok | 16,572 | 18 | [] |
volunteer | Ok, how would you graph that, try drawing on the board | 16,572 | 19 | [] |
volunteer | Yep right 5, and what other shift | 16,572 | 20 | [] |
volunteer | Yep, I agree, those are the shifts | 16,572 | 21 | [] |
volunteer | Is there anything specific I can help with, if not, you might be best served just finding some of your hw and reviewing the problems | 16,572 | 22 | [] |
student | I just want to practice more of this type of stuff, because i dont really feel like im too confident in it yet | 16,572 | 23 | [] |
volunteer | sure, we can do a couple more problems | 16,572 | 24 | [] |
volunteer | try this one | 16,572 | 25 | [] |
student | so up 1 | 16,572 | 26 | [] |
volunteer | yep | 16,572 | 27 | [] |
student | and then would it be a shift to the right | 16,572 | 28 | [] |
volunteer | That sounds right! | 16,572 | 29 | [] |
volunteer | what about this one | 16,572 | 30 | [] |
student | oh i have never seen anything like this, let me try it though | 16,572 | 31 | [] |
volunteer | Sounds good | 16,572 | 32 | [] |
student | so down 10 | 16,572 | 33 | [] |
volunteer | yup | 16,572 | 34 | [] |
student | left 3 | 16,572 | 35 | [] |
volunteer | Yup, nice job! | 16,572 | 36 | [] |
student | i feel like there's other steps, but i dont really recognize this | 16,572 | 37 | [] |
volunteer | For this one, its a function you probably aren't familiar with, but the shifts are the same | 16,572 | 38 | [] |
student | i feel like its the cubic part i dont understand | 16,572 | 39 | [] |
student | could you still ecplain it though | 16,572 | 40 | [] |
volunteer | sure, in this case, this is the cube root of the square function | 16,572 | 41 | [] |
volunteer | That's approximately what the base cube root function looks like tho | 16,572 | 42 | [] |
student | oh, i have never seen that, but okay, what would happen after that then | 16,572 | 43 | [] |
volunteer | the shifts are the same as all other shifts, the graph itself approaches infinity as x approaches infinity and the opposite in the negative direction | 16,572 | 44 | [] |
volunteer | Hi, are you still there? | 16,572 | 45 | [] |
student | yes i am | 16,572 | 46 | [] |
student | hii | 16,649 | 0 | [] |
volunteer | hii! how can i help? | 16,649 | 1 | [] |
student | I need help on my math work | 16,649 | 2 | [] |
volunteer | alright, let's take a look | 16,649 | 3 | [] |
Dataset Card for MathEd-PII
Dataset Summary
MathEd-PII is a dataset focused on de-identifying Personally Identifiable Information (PII) within mathematics education and tutoring transcripts. This dataset contains surrogate ground truth data generated from question-anchored, on-demand mathematics tutoring sessions, providing a valuable resource for training and evaluating PII detection and redaction models in educational contexts.
Supported Tasks
token-classification,named-entity-recognition: The dataset can be used to train models to identify and classify PII entities within educational dialogues.text-generation: Can be used for evaluating text sanitization and surrogate generation models.
Languages
The text in the dataset is primarily in English (en).
Dataset Structure
Data Instances
Each instance in the dataset represents a tutoring session transcript with labeled PII entities and their corresponding surrogate replacements. See an exerpt in the example below.
{
"role":"volunteer",
"content":"Hi Chloe! What can I help you with today?",
"session_id":16592,
"sequence_id":0,
"annotations":[
{
"pii_type":"PERSON",
"surrogate":"Chloe",
"start":3,
"end":8
}
]
}
{
"role":"student",
"content":"hello!",
"session_id":16592,
"sequence_id":1,
"annotations":[]
}
Data Fields
role: The role of the speaker, "volunteer" or "student".content: The text content of the message.session_id: The ID of the tutoring session.sequence_id: The sequence number of the message within the session.annotations: A list of PII annotations, each containing:pii_type: The type of PII. In total, there are 14 types of PII (number of instances in parentheses): PERSON (1,424), URL (187), LOCATION (121), GRADE_LEVEL (107), SCHOOL (73), COURSE_NUMBER (40), NRP (Nationality, Religious or Political group;25), AGE (8), DATE (4), US_DRIVER_LICENSE (2), PHONE_NUMBER (2), and IP_ADDRESS (1).surrogate: The surrogate replacement for the PII.start: The starting index of the PII in the content.end: The ending index of the PII in the content.
Dataset Creation
Curation Rationale
This dataset was created to address the lack of specialized, open-access datasets for PII de-identification in educational domains, specifically online tutoring. It enables researchers to build safer, privacy-preserving AI tools for education.
Source Data
The original source data comes from math tutoring transcripts collected from a U.S.-based online tutoring platform.
Annotations
The dataset includes LLM-generated annotations for PII deteaction and surrogate replacement based on the pre-redacted tutoring transcripts. Note, over-redaction was observed in the original transcripts. The LLM procedure accounted for this by human-in-the-loop evaluation. Please check the paper for more details.
Considerations for Using the Data
For Privacy Preservation
This dataset supports the development of privacy-preserving technologies in education, enabling safer sharing and analysis of tutoring data for research and AI development.
For Math Tutoring Studies
Due to some over-redaction in the original data, this dataset's ability to fully reflect real-world math tutoring processes may be slightly affected, as some mathematical content was inferred by an LLM post hoc rather than derived directly from the raw transcripts.
Additional Information
Licensing Information
The dataset is released under dual licenses:
- MIT License (typically for accompanying code/scripts)
- CC-BY 4.0 License (Creative Commons Attribution 4.0 International) for the dataset content.
Citation Information
@article{zhou2026utility,
title={Utility-Preserving De-Identification for Math Tutoring: Investigating Numeric Ambiguity in the MathEd-PII Benchmark Dataset},
author={Zhou, Zhuqian and Vanacore, Kirk and Ahtisham, Bakhtawar and Lee, Jinsook and Pietrzak, Doug and Hedley, Daryl and Dias, Jorge and Shaw, Chris and Sch{\"a}fer, Ruth and Kizilcec, Ren{\'e} F},
journal={arXiv preprint arXiv:2602.16571},
year={2026}
}
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