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Utility-Preserving De-Identification for Math Tutoring: Investigating Numeric Ambiguity in the MathEd-PII Benchmark Dataset
arXiv:2602.16571v3 Announce Type: replace Abstract: Large-scale sharing of dialogue data is key to advancing the science of teaching and learning, yet rigorous de-identification remains a major barrier. In mathematics tutoring transcripts, numeric expressions frequently resemble structured identifiers (e.g., dates or IDs), leading generic Personally Identifiable Information (PII) detection systems to over-redact core instructional content and reduce data utility. This work asks how to detect...