{
  "category": "learning",
  "slug": "learning-support-dyscalculia-faded-example",
  "title": "A Faded-Example Plan for Learners with Dyscalculia — Three of Five Checks Passed",
  "task": "design a faded-example sequence for learners with dyscalculia",
  "excerpt": "The completed LFT-066 synthetic field test stopped at 6/10: three of five Accessible Mathematics checks passed after one correction, but Accessible Mathematics objective fit [LFT-066] and Accessible Mathematics content accuracy [LFT-066] remained unsupported.",
  "tool": "Codex multi-agent session",
  "model": "Exact underlying model identifier not disclosed by the Codex session",
  "publishedAt": "2026-04-24T18:00:00+08:00",
  "durationMinutes": 0,
  "testMode": "Synthetic benchmark",
  "inputDisclosure": "Synthetic blind-test input pack LFT-066: A specialist will provide a target arithmetic skill, learner profile, visual conventions, error patterns, and accessibility constraints. Source facts: learner responses LFT-066-A01 through LFT-066-A05: 4/12 compared with 3/4, equation 2x+5=17 answered x=11, a graph value read as 29, and confidence ratings 2, 4, 2, 3, 1; reference key LFT-066-K1. Governing rule card: mathematical correctness plus preservation of a meaningful learner step. Work from the supplied values and standard definitions, show the transformation or unit cancellation, diagnose the learner's step before explaining, and preserve a meaningful next step instead of revealing it early. The pack deliberately contains no answer key, target ranking, expected classification, expected calculation result, or row-level decision. Every person, organization, record, statement, file, and identifier is fictional; no private, production, or live data was supplied.",
  "runDisclosure": "We ran one text-only synthetic benchmark LFT-066 for “design a faded-example sequence for learners with dyscalculia” in a Codex multi-agent session. We froze the first response, returned only its 3 detected check failures, accepted one corrected response, and scored both against the same five static checks. No external or live action occurred: nothing was sent, published, deployed, uploaded, submitted, purchased, booked, contacted, emailed, called, messaged, executed, or changed outside the fictional text fixtures. No external, live, or production action occurred. Per-case elapsed time was not instrumented during the batch session.",
  "prompt": "Run bounded synthetic field test LFT-066. Task: design a faded-example sequence for learners with dyscalculia. Context: A specialist will provide a target arithmetic skill, learner profile, visual conventions, error patterns, and accessibility constraints. Fictional source facts: learner responses LFT-066-A01 through LFT-066-A05: 4/12 compared with 3/4, equation 2x+5=17 answered x=11, a graph value read as 29, and confidence ratings 2, 4, 2, 3, 1; reference key LFT-066-K1. Governing policy, formula, or rubric: mathematical correctness plus preservation of a meaningful learner step. Work from the supplied values and standard definitions, show the transformation or unit cancellation, diagnose the learner's step before explaining, and preserve a meaningful next step instead of revealing it early. Produce a diagnostic sequence, worked-example ladder, and answer-key trace. Derive every row from the source facts and rule card; show calculations or criterion paths, cite supplied identifiers, state assumptions, surface any violated constraint, ambiguity, missing datum, or source conflict without presuming which row should pass, and abstain where evidence is incomplete. Do not infer an expected answer from the evidence plan and do not claim any live or external action. Planned verification after the frozen response: A specialist review will verify step granularity, notation consistency, cognitive load, scaffold removal, and opportunities for independent response.",
  "firstResult": "Frozen first response LFT-066 produced a diagnostic sequence, worked-example ladder, and answer-key trace for the task “design a faded-example sequence for learners with dyscalculia.” It treated the supplied pack as fictional and proposed this central handling: diagnose the inverse-operation error in A02, model one comparable step without revealing A05, and ask the learner to justify the graph reading against LFT-066-K1. Concrete saved artifact row LFT-066-ROW1 reads: “LFT-066-A01 | diagnose the inverse-operation error in A02, model one comparable step without revealing A05, and ask the learner to justify the graph reading against LFT-066-K1 | source: supplied fictional pack | review state: first-draft.” The draft preserved the named records and separated supplied facts from assumptions; its inspectable learning intervention also stated that no message, transaction, system change, or learner outcome had occurred. On the five predeclared static checks, it passed Accessible Mathematics learner adaptation [LFT-066] and Accessible Mathematics evidence traceability [LFT-066]. The audit found concrete failures: for Accessible Mathematics objective fit [LFT-066], the saved draft did not connect LFT-066-A02 to the full boundary of “design a faded-example sequence for learners with dyscalculia”; for Accessible Mathematics content accuracy [LFT-066], the saved draft left mathematical correctness plus preservation of a meaningful learner step without an explicit verification row; for Accessible Mathematics safety and access [LFT-066], the saved draft left the diagnostic sequence, worked-example ladder, and answer-key trace without a complete reviewer handoff and acceptance marker. Those were evidence defects in the saved response, not inferred real-world failures, and they became the complete boundary of the single correction pass.",
  "correctionPrompt": "Correct only these detected LFT-066 first-draft failures, using no new input or goal: 1) Accessible Mathematics objective fit [LFT-066] — the draft did not connect LFT-066-A02 to the full boundary of “design a faded-example sequence for learners with dyscalculia”; 2) Accessible Mathematics content accuracy [LFT-066] — the draft left mathematical correctness plus preservation of a meaningful learner step without an explicit verification row; 3) Accessible Mathematics safety and access [LFT-066] — the draft left the diagnostic sequence, worked-example ladder, and answer-key trace without a complete reviewer handoff and acceptance marker.",
  "finalResult": "Corrected response LFT-066 retained the original fictional inputs, task boundary, and central decision: diagnose the inverse-operation error in A02, model one comparable step without revealing A05, and ask the learner to justify the graph reading against LFT-066-K1. Concrete corrected artifact row LFT-066-ROW1 reads: “LFT-066-A01 | diagnose the inverse-operation error in A02, model one comparable step without revealing A05, and ask the learner to justify the graph reading against LFT-066-K1 | evidence locator: LFT-066-A01 | static status: 6/10 after one correction.” It changed only the detected failure areas, adding inspectable rows for Accessible Mathematics safety and access [LFT-066]. The frozen final text passed Accessible Mathematics learner adaptation [LFT-066], Accessible Mathematics evidence traceability [LFT-066], and Accessible Mathematics safety and access [LFT-066] and still failed Accessible Mathematics objective fit [LFT-066] and Accessible Mathematics content accuracy [LFT-066]. The final diagnostic sequence, worked-example ladder, and answer-key trace therefore earned 6/10 from 3 passing checks; no second repair was attempted. This result reports only a bounded transcript-and-fixture evaluation. It does not claim that any workplace process, learner performance, account, device, service, or external system was actually changed, contacted, tested live, or improved.",
  "checks": [
    {
      "name": "Accessible Mathematics objective fit [LFT-066]",
      "firstPass": false,
      "finalPass": false,
      "evidence": "LFT-066 static check 1 inspected the saved wording for “Accessible Mathematics objective fit [LFT-066].” The first transcript did not contain enough support; the corrected transcript did not contain enough support. The comparison used only fictional fixture LFT-066-A02, the declared Accessible Mathematics rules, and the record’s frozen text; no live outcome or external action counted as evidence."
    },
    {
      "name": "Accessible Mathematics content accuracy [LFT-066]",
      "firstPass": false,
      "finalPass": false,
      "evidence": "LFT-066 static check 2 inspected the saved wording for “Accessible Mathematics content accuracy [LFT-066].” The first transcript did not contain enough support; the corrected transcript did not contain enough support. The comparison used only fictional fixture LFT-066-A02, the declared Accessible Mathematics rules, and the record’s frozen text; no live outcome or external action counted as evidence."
    },
    {
      "name": "Accessible Mathematics learner adaptation [LFT-066]",
      "firstPass": true,
      "finalPass": true,
      "evidence": "LFT-066 static check 3 inspected the saved wording for “Accessible Mathematics learner adaptation [LFT-066].” The first transcript contained enough support; the corrected transcript contained enough support. The comparison used only fictional fixture LFT-066-A02, the declared Accessible Mathematics rules, and the record’s frozen text; no live outcome or external action counted as evidence."
    },
    {
      "name": "Accessible Mathematics evidence traceability [LFT-066]",
      "firstPass": true,
      "finalPass": true,
      "evidence": "LFT-066 static check 4 inspected the saved wording for “Accessible Mathematics evidence traceability [LFT-066].” The first transcript contained enough support; the corrected transcript contained enough support. The comparison used only fictional fixture LFT-066-A02, the declared Accessible Mathematics rules, and the record’s frozen text; no live outcome or external action counted as evidence."
    },
    {
      "name": "Accessible Mathematics safety and access [LFT-066]",
      "firstPass": false,
      "finalPass": true,
      "evidence": "LFT-066 static check 5 inspected the saved wording for “Accessible Mathematics safety and access [LFT-066].” The first transcript did not contain enough support; the corrected transcript contained enough support. The comparison used only fictional fixture LFT-066-A02, the declared Accessible Mathematics rules, and the record’s frozen text; no live outcome or external action counted as evidence."
    }
  ],
  "initialScore": 4,
  "score": 6,
  "verdict": "mixed",
  "recommended": false,
  "whatWorked": [
    "LFT-066 kept “design a faded-example sequence for learners with dyscalculia” bounded to disclosed fictional inputs and preserved an auditable first-response snapshot.",
    "LFT-066 made the central handling—diagnose the inverse-operation error in A02, model one comparable step without revealing A05, and ask the learner to justify the graph reading against LFT-066-K1—inspectable rather than implying unseen work.",
    "LFT-066 earned final passes for Accessible Mathematics learner adaptation [LFT-066] and Accessible Mathematics evidence traceability [LFT-066] under the same frozen scoring rules."
  ],
  "whatFailed": [
    "LFT-066 still lacked enough saved-text evidence for Accessible Mathematics objective fit [LFT-066]; the record leaves that final failure visible.",
    "LFT-066 still lacked enough saved-text evidence for Accessible Mathematics content accuracy [LFT-066]; the record leaves that final failure visible."
  ],
  "evidencePlan": "A specialist review will verify step granularity, notation consistency, cognitive load, scaffold removal, and opportunities for independent response.",
  "evidenceNotes": [
    "LFT-066 preserves the exact synthetic prompt, frozen first-response account, failure-only correction, corrected-response account, and five boolean decisions together.",
    "LFT-066 scores are arithmetic: 2 first-pass checks × 2 = 4/10; 3 final-pass checks × 2 = 6/10.",
    "LFT-066 evaluated only the text/static portion of the declared evidence plan—A specialist review will verify step granularity, notation consistency, cognitive load, scaffold removal, and opportunities for independent response.—and did not fabricate a live artifact, external validator, or observed outcome."
  ],
  "limitations": [
    "LFT-066 is a synthetic benchmark, so its mixed verdict measures fit to the disclosed fictional Accessible Mathematics fixtures rather than effectiveness in a real workplace or learning setting.",
    "LFT-066 used one text-only Codex multi-agent session whose underlying model identifier was not disclosed; different prompts, models, fixtures, or human reviewers could produce different results."
  ]
}