Daily Papers

Prior benchmarks for evaluating the domain-specific knowledge of large language models (LLMs) lack the scalability to handle complex academic tasks. To address this, we introduce ScholarBench, a benchmark centered on deep expert knowledge and complex academic problem-solving, which evaluates the academic reasoning ability of LLMs and is constructed through a three-step process. ScholarBench targets more specialized and logically complex contexts derived from academic literature, encompassing five distinct problem types. Unlike prior benchmarks, ScholarBench evaluates the abstraction, comprehension, and reasoning capabilities of LLMs across eight distinct research domains. To ensure high-quality evaluation data, we define category-specific example attributes and design questions that are aligned with the characteristic research methodologies and discourse structures of each domain. Additionally, this benchmark operates as an English-Korean bilingual dataset, facilitating simultaneous evaluation for linguistic capabilities of LLMs in both languages. The benchmark comprises 5,031 examples in Korean and 5,309 in English, with even state-of-the-art models like o3-mini achieving an average evaluation score of only 0.543, demonstrating the challenging nature of this benchmark.

Many intellectual endeavors require mathematical problem solving, but this skill remains beyond the capabilities of computers. To measure this ability in machine learning models, we introduce MATH, a new dataset of 12,500 challenging competition mathematics problems. Each problem in MATH has a full step-by-step solution which can be used to teach models to generate answer derivations and explanations. To facilitate future research and increase accuracy on MATH, we also contribute a large auxiliary pretraining dataset which helps teach models the fundamentals of mathematics. Even though we are able to increase accuracy on MATH, our results show that accuracy remains relatively low, even with enormous Transformer models. Moreover, we find that simply increasing budgets and model parameter counts will be impractical for achieving strong mathematical reasoning if scaling trends continue. While scaling Transformers is automatically solving most other text-based tasks, scaling is not currently solving MATH. To have more traction on mathematical problem solving we will likely need new algorithmic advancements from the broader research community.

Large Language Models (LLMs) have exhibited exceptional performance across a broad range of tasks and domains. However, they still encounter difficulties in solving mathematical problems due to the rigorous and logical nature of mathematics. Previous studies have employed techniques such as supervised fine-tuning (SFT), prompt engineering, and search-based methods to improve the mathematical problem-solving abilities of LLMs. Despite these efforts, their performance remains suboptimal and demands substantial computational resources. To address this issue, we propose a novel approach, BEATS, to enhance mathematical problem-solving abilities. Our method leverages newly designed prompts that guide the model to iteratively rewrite, advance by one step, and generate answers based on previous steps. Additionally, we introduce a new back-verification technique that uses LLMs to validate the correctness of the generated answers. Furthermore, we employ a pruning tree search to optimize search time while achieving strong performance. Notably, our method improves Qwen2-7b-Instruct's score from 36.94 to 61.52, outperforming GPT4's 42.5 on the MATH benchmark.

Recent advances in large language models (LLMs) have demonstrated notable progress on many mathematical benchmarks. However, most of these benchmarks only feature problems grounded in junior and senior high school subjects, contain only multiple-choice questions, and are confined to a limited scope of elementary arithmetic operations. To address these issues, this paper introduces an expansive benchmark suite SciBench that aims to systematically examine the reasoning capabilities required for complex scientific problem solving. SciBench contains two carefully curated datasets: an open set featuring a range of collegiate-level scientific problems drawn from mathematics, chemistry, and physics textbooks, and a closed set comprising problems from undergraduate-level exams in computer science and mathematics. Based on the two datasets, we conduct an in-depth benchmark study of two representative LLMs with various prompting strategies. The results reveal that current LLMs fall short of delivering satisfactory performance, with an overall score of merely 35.80%. Furthermore, through a detailed user study, we categorize the errors made by LLMs into ten problem-solving abilities. Our analysis indicates that no single prompting strategy significantly outperforms others and some strategies that demonstrate improvements in certain problem-solving skills result in declines in other skills. We envision that SciBench will catalyze further developments in the reasoning abilities of LLMs, thereby ultimately contributing to scientific research and discovery.

Large language models (LLMs) have significantly advanced natural language understanding and demonstrated strong problem-solving abilities. Despite these successes, most LLMs still struggle with solving mathematical problems due to the intricate reasoning required. This paper investigates the mathematical problem-solving capabilities of LLMs using the newly developed "MathOdyssey" dataset. The dataset includes diverse mathematical problems at high school and university levels, created by experts from notable institutions to rigorously test LLMs in advanced problem-solving scenarios and cover a wider range of subject areas. By providing the MathOdyssey dataset as a resource to the AI community, we aim to contribute to the understanding and improvement of AI capabilities in complex mathematical problem-solving. We conduct benchmarking on open-source models, such as Llama-3 and DBRX-Instruct, and closed-source models from the GPT series and Gemini models. Our results indicate that while LLMs perform well on routine and moderately difficult tasks, they face significant challenges with Olympiad-level problems and complex university-level questions. Our analysis shows a narrowing performance gap between open-source and closed-source models, yet substantial challenges remain, particularly with the most demanding problems. This study highlights the ongoing need for research to enhance the mathematical reasoning of LLMs. The dataset, results, and code are publicly available.

Multimodal scientific problems (MSPs) involve complex issues that require the integration of multiple modalities, such as text and diagrams, presenting a significant challenge in artificial intelligence. While progress has been made in addressing traditional scientific problems, MSPs still face two primary issues: the challenge of multi-modal comprehensive reasoning in scientific problem-solving and the lack of reflective and rethinking capabilities. To address these issues, we introduce a Multi-Agent framework based on the Big Seven Personality and Socratic guidance (MAPS). This framework employs seven distinct agents that leverage feedback mechanisms and the Socratic method to guide the resolution of MSPs. To tackle the first issue, we propose a progressive four-agent solving strategy, where each agent focuses on a specific stage of the problem-solving process. For the second issue, we introduce a Critic agent, inspired by Socratic questioning, which prompts critical thinking and stimulates autonomous learning. We conduct extensive experiments on the EMMA, Olympiad, and MathVista datasets, achieving promising results that outperform the current SOTA model by 15.84% across all tasks. Meanwhile, the additional analytical experiments also verify the model's progress as well as generalization ability.

Chain-of-Thought (CoT) prompting enables large language models to solve complex reasoning problems by generating intermediate steps. However, confined by its inherent single-pass and sequential generation process, CoT heavily relies on the initial decisions, causing errors in early steps to accumulate and impact the final answers. In contrast, humans adopt recursive thinking when tackling complex reasoning problems, i.e., iteratively breaking the original problem into approachable sub-problems and aggregating their answers to resolve the original one. Inspired by the human cognitive process, we propose SOCRATIC QUESTIONING, a divide-and-conquer style algorithm that mimics the recursive thinking process. Specifically, SOCRATIC QUESTIONING leverages large language models to raise and answer sub-questions until collecting enough information to tackle the original question. Unlike CoT, SOCRATIC QUESTIONING explicitly navigates the thinking space, stimulates effective recursive thinking, and is more robust towards errors in the thinking process. Extensive experiments on several complex reasoning tasks, including MMLU, MATH, LogiQA, and visual question-answering demonstrate significant performance improvements over the state-of-the-art prompting methods, such as CoT, and Tree-of-Thought. The qualitative analysis clearly shows that the intermediate reasoning steps elicited by SOCRATIC QUESTIONING are similar to humans' recursively thinking process of complex reasoning problems.

The mathematical capabilities of AI systems are complex and multifaceted. Most existing research has predominantly focused on the correctness of AI-generated solutions to mathematical problems. In this work, we argue that beyond producing correct answers, AI systems should also be capable of, or assist humans in, developing novel solutions to mathematical challenges. This study explores the creative potential of Large Language Models (LLMs) in mathematical reasoning, an aspect that has received limited attention in prior research. We introduce a novel framework and benchmark, CreativeMath, which encompasses problems ranging from middle school curricula to Olympic-level competitions, designed to assess LLMs' ability to propose innovative solutions after some known solutions have been provided. Our experiments demonstrate that, while LLMs perform well on standard mathematical tasks, their capacity for creative problem-solving varies considerably. Notably, the Gemini-1.5-Pro model outperformed other LLMs in generating novel solutions. This research opens a new frontier in evaluating AI creativity, shedding light on both the strengths and limitations of LLMs in fostering mathematical innovation, and setting the stage for future developments in AI-assisted mathematical discovery.

Math word problems are critical K-8 educational tools, but writing them is time-consuming and requires domain expertise. We suggest that language models can support K-8 math education by automatically generating problems at scale. To be educational, generated problems must be 1) solvable, 2) accurate, and 3) appropriate. Existing datasets are unlabeled for these criteria, making them ill-suited for training problem generators. We introduce MATHWELL, a Llama-2 (70B) model iteratively finetuned to generate K-8 math word problems using data from expert annotation. Using MATHWELL, we generate the largest English word problem dataset to date, containing 20,490 problems. 3,484 are scored by domain experts who find MATHWELL has a 40% higher share of problems that have executable solutions and meet all criteria than alternatives, with 74% of its problems with executable solutions being solvable, accurate, and appropriate.

Problem-solving has been a fundamental driver of human progress in numerous domains. With advancements in artificial intelligence, Large Language Models (LLMs) have emerged as powerful tools capable of tackling complex problems across diverse domains. Unlike traditional computational systems, LLMs combine raw computational power with an approximation of human reasoning, allowing them to generate solutions, make inferences, and even leverage external computational tools. However, applying LLMs to real-world problem-solving presents significant challenges, including multi-step reasoning, domain knowledge integration, and result verification. This survey explores the capabilities and limitations of LLMs in complex problem-solving, examining techniques including Chain-of-Thought (CoT) reasoning, knowledge augmentation, and various LLM-based and tool-based verification techniques. Additionally, we highlight domain-specific challenges in various domains, such as software engineering, mathematical reasoning and proving, data analysis and modeling, and scientific research. The paper further discusses the fundamental limitations of the current LLM solutions and the future directions of LLM-based complex problems solving from the perspective of multi-step reasoning, domain knowledge integration and result verification.

Writing is a cognitively demanding task involving continuous decision-making, heavy use of working memory, and frequent switching between multiple activities. Scholarly writing is particularly complex as it requires authors to coordinate many pieces of multiform knowledge. To fully understand writers' cognitive thought process, one should fully decode the end-to-end writing data (from individual ideas to final manuscript) and understand their complex cognitive mechanisms in scholarly writing. We introduce ScholaWrite dataset, the first-of-its-kind keystroke logs of an end-to-end scholarly writing process for complete manuscripts, with thorough annotations of cognitive writing intentions behind each keystroke. Our dataset includes LaTeX-based keystroke data from five preprints with nearly 62K total text changes and annotations across 4 months of paper writing. ScholaWrite shows promising usability and applications (e.g., iterative self-writing) for the future development of AI writing assistants for academic research, which necessitate complex methods beyond LLM prompting. Our experiments clearly demonstrated the importance of collection of end-to-end writing data, rather than the final manuscript, for the development of future writing assistants to support the cognitive thinking process of scientists. Our de-identified dataset, demo, and code repository are available on our project page.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

Mathematical reasoning serves as a cornerstone for assessing the fundamental cognitive capabilities of human intelligence. In recent times, there has been a notable surge in the development of Large Language Models (LLMs) geared towards the automated resolution of mathematical problems. However, the landscape of mathematical problem types is vast and varied, with LLM-oriented techniques undergoing evaluation across diverse datasets and settings. This diversity makes it challenging to discern the true advancements and obstacles within this burgeoning field. This survey endeavors to address four pivotal dimensions: i) a comprehensive exploration of the various mathematical problems and their corresponding datasets that have been investigated; ii) an examination of the spectrum of LLM-oriented techniques that have been proposed for mathematical problem-solving; iii) an overview of factors and concerns affecting LLMs in solving math; and iv) an elucidation of the persisting challenges within this domain. To the best of our knowledge, this survey stands as one of the first extensive examinations of the landscape of LLMs in the realm of mathematics, providing a holistic perspective on the current state, accomplishments, and future challenges in this rapidly evolving field.

This study presents a novel learning approach designed to enhance both mathematical reasoning and problem-solving abilities of Large Language Models (LLMs). We focus on integrating the Chain-of-Thought (CoT) and the Program-of-Thought (PoT) learning, hypothesizing that prioritizing the learning of mathematical reasoning ability is helpful for the amplification of problem-solving ability. Thus, the initial learning with CoT is essential for solving challenging mathematical problems. To this end, we propose a sequential learning approach, named SAAS (Solving Ability Amplification Strategy), which strategically transitions from CoT learning to PoT learning. Our empirical study, involving an extensive performance comparison using several benchmarks, demonstrates that our SAAS achieves state-of-the-art (SOTA) performance. The results underscore the effectiveness of our sequential learning approach, marking a significant advancement in the field of mathematical reasoning in LLMs.

Large Reasoning Models (LRMs) have demonstrated remarkable problem-solving abilities in mathematics, as evaluated by existing benchmarks exclusively on well-defined problems. However, such evaluation setup constitutes a critical gap, since a genuine intelligent agent should not only solve problems (as a math quiz solver), but also be able~to ask for information when the problems lack sufficient information, enabling proactivity in responding users' requests. To bridge such gap, we proposes a new dataset consisting of two types of incomplete problems with diverse contexts. Based on the dataset, our systematical evaluation of LRMs reveals their inability in proactively asking for information. In addition, we uncover the behaviors related to overthinking and hallucination of LRMs, and highlight the potential and challenges of supervised fine-tuning in learning such ability. We hope to provide new insights in developing LRMs with genuine intelligence, rather than just solving problems.

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels.

Many students struggle with math word problems (MWPs), often finding it difficult to identify key information and select the appropriate mathematical operations.Schema-based instruction (SBI) is an evidence-based strategy that helps students categorize problems based on their structure, improving problem-solving accuracy. Building on this, we propose a Schema-Based Instruction Retrieval-Augmented Generation (SBI-RAG) framework that incorporates a large language model (LLM).Our approach emphasizes step-by-step reasoning by leveraging schemas to guide solution generation. We evaluate its performance on the GSM8K dataset, comparing it with GPT-4 and GPT-3.5 Turbo, and introduce a "reasoning score" metric to assess solution quality. Our findings suggest that SBI-RAG enhances reasoning clarity and problem-solving accuracy, potentially providing educational benefits for students

This study introduces an evaluation benchmark for middle school algebra to be used in artificial intelligence(AI) based educational platforms. The goal is to support the design of AI systems that can enhance learner conceptual understanding of algebra by taking into account their current level of algebra comprehension. The data set comprises 55 misconceptions about algebra, common errors, and 220 diagnostic examples identified in previous peer-reviewed studies. We provide an example application using a large language model, observing a range of precision and recall scores depending on the topic and experimental setup that reaches 83.9% when including educator feedback and restricting it by topic. We found that topics such as ratios and proportions prove as difficult for LLMs as they are for students. We included a human assessment of LLMs results and feedback from five middle school math educators on the clarity and occurrence of misconceptions in the dataset and the potential use of AI in conjunction with the dataset. Most educators (80% or more) indicated that they encounter these misconceptions among their students, suggesting the relevance of the data set to teaching middle school algebra. Despite varying familiarity with AI tools, four out of five educators expressed interest in using the data set with AI to diagnose student misconceptions or train teachers. The results emphasize the importance of topic-constrained testing, the need for multimodal approaches, and the relevance of human expertise to gain practical insights when using AI for human learning.

The ability of large language models to solve complex mathematical problems has progressed significantly, particularly for tasks requiring advanced reasoning. However, the scarcity of sufficiently challenging problems, particularly at the Olympiad level, hinders further advancements. In this work, we introduce PromptCoT, a novel approach for automatically generating high-quality Olympiad-level math problems. The proposed method synthesizes complex problems based on mathematical concepts and the rationale behind problem construction, emulating the thought processes of experienced problem designers. We provide a theoretical analysis demonstrating that an optimal rationale should maximize both the likelihood of rationale generation given the associated concepts and the likelihood of problem generation conditioned on both the rationale and the concepts. Our method is evaluated on standard benchmarks including GSM8K, MATH-500, and AIME2024, where it consistently outperforms existing problem generation methods. Furthermore, we demonstrate that PromptCoT exhibits superior data scalability, consistently maintaining high performance as the dataset size increases, outperforming the baselines. The implementation is available at https://github.com/zhaoxlpku/PromptCoT.

In this work, we use large language models (LLMs) to augment and accelerate research on the P versus NP problem, one of the most important open problems in theoretical computer science and mathematics. Specifically, we propose Socratic reasoning, a general framework that promotes in-depth thinking with LLMs for complex problem-solving. Socratic reasoning encourages LLMs to recursively discover, solve, and integrate problems while facilitating self-evaluation and refinement. Our pilot study on the P vs. NP problem shows that GPT-4 successfully produces a proof schema and engages in rigorous reasoning throughout 97 dialogue turns, concluding "P neq NP", which is in alignment with (Xu and Zhou, 2023). The investigation uncovers novel insights within the extensive solution space of LLMs, shedding light on LLM for Science.

Large language models have demonstrated impressive performance on challenging mathematical reasoning tasks, which has triggered the discussion of whether the performance is achieved by true reasoning capability or memorization. To investigate this question, prior work has constructed mathematical benchmarks when questions undergo simple perturbations -- modifications that still preserve the underlying reasoning patterns of the solutions. However, no work has explored hard perturbations, which fundamentally change the nature of the problem so that the original solution steps do not apply. To bridge the gap, we construct MATH-P-Simple and MATH-P-Hard via simple perturbation and hard perturbation, respectively. Each consists of 279 perturbed math problems derived from level-5 (hardest) problems in the MATH dataset (Hendrycksmath et. al., 2021). We observe significant performance drops on MATH-P-Hard across various models, including o1-mini (-16.49%) and gemini-2.0-flash-thinking (-12.9%). We also raise concerns about a novel form of memorization where models blindly apply learned problem-solving skills without assessing their applicability to modified contexts. This issue is amplified when using original problems for in-context learning. We call for research efforts to address this challenge, which is critical for developing more robust and reliable reasoning models.

Recent large language models (LLMs) have shown indications of mathematical reasoning ability. However it has not been clear how they would fare on more challenging competition-level problems. And while self-generated verbalizations of intermediate reasoning steps (i.e., chain-of-thought prompting) have been shown to be helpful, whether LLMs can make use of helpful side information such as problem-specific hints has not been investigated before. In this paper, we propose a challenging benchmark dataset for enabling such analyses. The Concept and Hint-Annotated Math Problems (CHAMP) consists of high school math competition problems, annotated with concepts, or general math facts, and hints, or problem-specific tricks. These annotations allow us to explore the effects of additional information, such as relevant hints, misleading concepts, or related problems. This benchmark is difficult, with the best model only scoring 58.1% in standard settings. With concepts and hints, performance sometimes improves, indicating that some models can make use of such side information. We further annotate model-generated solutions for their correctness. Using this corpus, we find that models often arrive at the correct final answer through wrong reasoning steps. In addition, we test whether models are able to verify these solutions, and find that most models struggle. The dataset and code are available on the project website.

Human cognition exhibits systematic compositionality, the algebraic ability to generate infinite novel combinations from finite learned components, which is the key to understanding and reasoning about complex logic. In this work, we investigate the compositionality of large language models (LLMs) in mathematical reasoning. Specifically, we construct a new dataset MathTrap by introducing carefully designed logical traps into the problem descriptions of MATH and GSM8K. Since problems with logical flaws are quite rare in the real world, these represent "unseen" cases to LLMs. Solving these requires the models to systematically compose (1) the mathematical knowledge involved in the original problems with (2) knowledge related to the introduced traps. Our experiments show that while LLMs possess both components of requisite knowledge, they do not spontaneously combine them to handle these novel cases. We explore several methods to mitigate this deficiency, such as natural language prompts, few-shot demonstrations, and fine-tuning. Additionally, we test the recently released OpenAI o1 model and find that human-like `slow thinking' helps improve the compositionality of LLMs. Overall, systematic compositionality remains an open challenge for large language models.

Socratic questioning is an educational method that allows students to discover answers to complex problems by asking them a series of thoughtful questions. Generation of didactically sound questions is challenging, requiring understanding of the reasoning process involved in the problem. We hypothesize that such questioning strategy can not only enhance the human performance, but also assist the math word problem (MWP) solvers. In this work, we explore the ability of large language models (LMs) in generating sequential questions for guiding math word problem-solving. We propose various guided question generation schemes based on input conditioning and reinforcement learning. On both automatic and human quality evaluations, we find that LMs constrained with desirable question properties generate superior questions and improve the overall performance of a math word problem solver. We conduct a preliminary user study to examine the potential value of such question generation models in the education domain. Results suggest that the difficulty level of problems plays an important role in determining whether questioning improves or hinders human performance. We discuss the future of using such questioning strategies in education.

Large Language Models (LLMs) have demonstrated exceptional capabilities in various natural language tasks, often achieving performances that surpass those of humans. Despite these advancements, the domain of mathematics presents a distinctive challenge, primarily due to its specialized structure and the precision it demands. In this study, we adopted a two-step approach for investigating the proficiency of LLMs in answering mathematical questions. First, we employ the most effective LLMs, as identified by their performance on math question-answer benchmarks, to generate answers to 78 questions from the Math Stack Exchange (MSE). Second, a case analysis is conducted on the LLM that showed the highest performance, focusing on the quality and accuracy of its answers through manual evaluation. We found that GPT-4 performs best (nDCG of 0.48 and P@10 of 0.37) amongst existing LLMs fine-tuned for answering mathematics questions and outperforms the current best approach on ArqMATH3 Task1, considering P@10. Our Case analysis indicates that while the GPT-4 can generate relevant responses in certain instances, it does not consistently answer all questions accurately. This paper explores the current limitations of LLMs in navigating complex mathematical problem-solving. Through case analysis, we shed light on the gaps in LLM capabilities within mathematics, thereby setting the stage for future research and advancements in AI-driven mathematical reasoning. We make our code and findings publicly available for research: https://github.com/gipplab/LLM-Investig-MathStackExchange

Mathematical problem-solving is a key field in artificial intelligence (AI) and a critical benchmark for evaluating the capabilities of large language models (LLMs). While extensive research has focused on mathematical problem-solving, most existing work and datasets concentrate on computational tasks, leaving gaps in areas like mathematical analysis, which demands rigorous proofs and formal reasoning. We developed the DEMI-MathAnalysis dataset, comprising proof-based problems from mathematical analysis topics such as Sequences and Limits, Infinite Series, and Convex Functions. We also designed a guiding framework to rigorously enhance LLMs' ability to solve these problems. Through fine-tuning LLMs on this dataset and employing our framework, we observed significant improvements in their capability to generate logical, complete, and elegant proofs. This work addresses critical gaps in mathematical reasoning and contributes to advancing trustworthy AI capable of handling formalized mathematical language. The code is publicly accessible at LLMs for Mathematical Analysis.

Large Reasoning Models (LRMs) have shown impressive capabilities in complex problem-solving, often benefiting from training on difficult mathematical problems that stimulate intricate reasoning. Recent efforts have explored automated synthesis of mathematical problems by prompting proprietary models or large-scale open-source models from seed data or inherent mathematical concepts. However, scaling up these methods remains challenging due to their high computational/API cost, complexity of prompting, and limited difficulty level of the generated problems. To overcome these limitations, we propose ScaleDiff, a simple yet effective pipeline designed to scale the creation of difficult problems. We efficiently identify difficult problems from existing datasets with only a single forward pass using an adaptive thinking model, which can perceive problem difficulty and automatically switch between "Thinking" and "NoThinking" modes. We then train a specialized difficult problem generator (DiffGen-8B) on this filtered difficult data, which can produce new difficult problems in large scale, eliminating the need for complex, per-instance prompting and its associated high API costs. Fine-tuning Qwen2.5-Math-7B-Instruct on the ScaleDiff-Math dataset yields a substantial performance increase of 11.3% compared to the original dataset and achieves a 65.9% average accuracy on AIME'24, AIME'25, HMMT-Feb'25, BRUMO'25, and MATH500, outperforming recent strong LRMs like OpenThinker3. Notably, this performance is achieved using the cost-efficient Qwen3-8B model as a teacher, demonstrating that our pipeline can effectively transfer advanced reasoning capabilities without relying on larger, more expensive teacher models. Furthermore, we observe a clear scaling phenomenon in model performance on difficult benchmarks as the quantity of difficult problems increases. Code: https://github.com/QizhiPei/ScaleDiff.

In this paper, we present a novel approach for distilling math word problem solving capabilities from large language models (LLMs) into smaller, more efficient student models. Our approach is designed to consider the student model's weaknesses and foster a tailored learning experience by generating targeted exercises aligned with educational science principles, such as knowledge tracing and personalized learning. Concretely, we let GPT-3 be a math tutor and run two steps iteratively: 1) assessing the student model's current learning status on a GPT-generated exercise book, and 2) improving the student model by training it with tailored exercise samples generated by GPT-3. Experimental results reveal that our approach outperforms LLMs (e.g., GPT-3 and PaLM) in accuracy across three distinct benchmarks while employing significantly fewer parameters. Furthermore, we provide a comprehensive analysis of the various components within our methodology to substantiate their efficacy.

Employing Large Language Models (LLMs) to address mathematical problems is an intriguing research endeavor, considering the abundance of math problems expressed in natural language across numerous science and engineering fields. While several prior works have investigated solving elementary mathematics using LLMs, this work explores the frontier of using GPT-4 for solving more complex and challenging math problems. We evaluate various ways of using GPT-4. Some of them are adapted from existing work, and one is \MathChat, a conversational problem-solving framework newly proposed in this work. We perform the evaluation on difficult high school competition problems from the MATH dataset, which shows the advantage of the proposed conversational approach.

Large Language Models (LLMs) have demonstrated impressive reasoning abilities through test-time computation (TTC) techniques such as chain-of-thought prompting and tree-based reasoning. However, we argue that current reasoning LLMs (RLLMs) lack the ability to systematically explore the solution space. This paper formalizes what constitutes systematic problem solving and identifies common failure modes that reveal reasoning LLMs to be wanderers rather than systematic explorers. Through qualitative and quantitative analysis across multiple state-of-the-art LLMs, we uncover persistent issues: invalid reasoning steps, redundant explorations, hallucinated or unfaithful conclusions, and so on. Our findings suggest that current models' performance can appear to be competent on simple tasks yet degrade sharply as complexity increases. Based on the findings, we advocate for new metrics and tools that evaluate not just final outputs but the structure of the reasoning process itself.

We consider the problem of eliciting compositional generalization capabilities in large language models (LLMs) with a novel type of prompting strategy. Compositional generalization empowers the LLMs to solve problems that are harder than the ones they have seen (i.e., easy-to-hard generalization), which is a critical reasoning capability of human-like intelligence. However, even the current state-of-the-art LLMs still struggle with this form of reasoning. To bridge this gap, we propose skills-in-context (SKiC) prompting, which instructs LLMs how to compose basic skills to resolve more complex problems. We find that it is crucial to demonstrate both the skills and the compositional examples within the same prompting context. With as few as two examplars, our SKiC prompting initiates strong synergies between skills and their composition capabilities. Notably, it empowers LLMs to solve unseen problems that require innovative skill compositions, achieving near-perfect generalization on a broad range of challenging compositionality tasks. Intriguingly, SKiC prompting unlocks the latent potential of LLMs, enabling them to leverage pre-existing internal skills acquired during earlier pre-training stages, even when these skills are not explicitly presented in the prompting context. This results in the capability of LLMs to solve unseen complex problems by activating and composing internal competencies. With such prominent features, SKiC prompting is able to achieve state-of-the-art performance on challenging mathematical reasoning benchmarks (e.g., MATH).

While Large Reasoning Models (LRMs) generate extensive chain-of-thought reasoning, we lack a principled framework for understanding how these thoughts are structured. In this paper, we introduce a novel approach by applying Schoenfeld's Episode Theory, a classic cognitive framework for human mathematical problem-solving, to analyze the reasoning traces of LRMs. We annotated thousands of sentences and paragraphs from model-generated solutions to math problems using seven cognitive labels (e.g., Plan, Implement, Verify). The result is the first publicly available benchmark for the fine-grained analysis of machine reasoning, including a large annotated corpus and detailed annotation guidebooks. Our preliminary analysis reveals distinct patterns in LRM reasoning, such as the transition dynamics between cognitive states. This framework provides a theoretically grounded methodology for interpreting LRM cognition and enables future work on more controllable and transparent reasoning systems.

This paper investigates the mathematical reasoning capabilities of large language models (LLMs) using 50 newly constructed high-school-level word problems. Unlike prior studies that focus solely on answer correctness, we rigorously analyze both final answers and solution steps to identify reasoning failures. Evaluating eight state-of-the-art models - including Mixtral, Llama, Gemini, GPT-4o, and OpenAI's o1 variants - we find that while newer models (e.g., o3-mini, deepseek-r1) achieve higher accuracy, all models exhibit errors in spatial reasoning, strategic planning, and arithmetic, sometimes producing correct answers through flawed logic. Common failure modes include unwarranted assumptions, over-reliance on numerical patterns, and difficulty translating physical intuition into mathematical steps. Manual analysis reveals that models struggle with problems requiring multi-step deduction or real-world knowledge, despite possessing broad mathematical knowledge. Our results underscore the importance of evaluating reasoning processes, not just answers, and caution against overestimating LLMs' problem-solving proficiency. The study highlights persistent gaps in LLMs' generalization abilities, emphasizing the need for targeted improvements in structured reasoning and constraint handling.

Large Language Models (LLMs) have demonstrated remarkable performance in solving math problems, a hallmark of human intelligence. Despite high success rates on current benchmarks; however, these often feature simple problems with only one or two unknowns, which do not sufficiently challenge their reasoning capacities. This paper introduces a novel benchmark, BeyondX, designed to address these limitations by incorporating problems with multiple unknowns. Recognizing the challenges in proposing multi-unknown problems from scratch, we developed BeyondX using an innovative automated pipeline that progressively increases complexity by expanding the number of unknowns in simpler problems. Empirical study on BeyondX reveals that the performance of existing LLMs, even those fine-tuned specifically on math tasks, significantly decreases as the number of unknowns increases - with a performance drop of up to 70\% observed in GPT-4. To tackle these challenges, we propose the Formulate-and-Solve strategy, a generalized prompting approach that effectively handles problems with an arbitrary number of unknowns. Our findings reveal that this strategy not only enhances LLM performance on the BeyondX benchmark but also provides deeper insights into the computational limits of LLMs when faced with more complex mathematical challenges.

In this paper we look at the ability of recent large language models (LLMs) at solving mathematical problems in combinatorics. We compare models LLaMA-2, LLaMA-3.1, GPT-4, and Mixtral against each other and against human pupils and undergraduates with prior experience in mathematical olympiads. To facilitate these comparisons we introduce the Combi-Puzzles dataset, which contains 125 problem variants based on 25 combinatorial reasoning problems. Each problem is presented in one of five distinct forms, created by systematically manipulating the problem statements through adversarial additions, numeric parameter changes, and linguistic obfuscation. Our variations preserve the mathematical core and are designed to measure the generalisability of LLM problem-solving abilities, while also increasing confidence that problems are submitted to LLMs in forms that have not been seen as training instances. We found that a model based on GPT-4 outperformed all other models in producing correct responses, and performed significantly better in the mathematical variation of the problems than humans. We also found that modifications to problem statements significantly impact the LLM's performance, while human performance remains unaffected.

Large language models (LLMs) are known to struggle with complicated reasoning tasks such as math word problems (MWPs). In this paper, we present how analogy from similarly structured questions can improve LLMs' problem-solving capabilities for MWPs. Specifically, we rely on the retrieval of problems with similar computational graphs to the given question to serve as exemplars in the prompt, providing the correct reasoning path for the generation model to refer to. Empirical results across six math word problem datasets demonstrate the effectiveness of our proposed method, which achieves a significant improvement of up to 6.7 percent on average in absolute value, compared to baseline methods. These results highlight our method's potential in addressing the reasoning challenges in current LLMs.

We study the depth of grade-school math (GSM) problem-solving capabilities of LLMs. To this end, we evaluate their performance on pairs of existing math word problems together so that the answer to the second problem depends on correctly answering the first problem. Our findings reveal a significant reasoning gap in most LLMs, that is performance difference between solving the compositional pairs and solving each question independently. This gap is more pronounced in smaller, more cost-efficient, and math-specialized models. Moreover, instruction-tuning recipes and code generation have varying effects across LLM sizes, while finetuning on GSM can lead to task overfitting. Our analysis indicates that large reasoning gaps are not because of test-set leakage, but due to distraction from additional context and poor second-hop reasoning. Overall, LLMs exhibit systematic differences in their reasoning abilities, despite what their performance on standard benchmarks indicates.

Mathematical understanding and reasoning are crucial tasks for assessing the capabilities of artificial intelligence (AI). However, existing benchmarks either require just a few steps of reasoning, or only contain a small amount of data in one specific topic, making it hard to analyse AI's behaviour with reference to different problems within a specific topic in detail. In this work, we propose Conic10K, a challenging math problem dataset on conic sections in Chinese senior high school education. Our dataset contains various problems with different reasoning depths, while only the knowledge from conic sections is required. Since the dataset only involves a narrow range of knowledge, it is easy to separately analyse the knowledge a model possesses and the reasoning ability it has. For each problem, we provide a high-quality formal representation, the reasoning steps, and the final solution. Experiments show that existing large language models, including GPT-4, exhibit weak performance on complex reasoning. We hope that our findings could inspire more advanced techniques for precise natural language understanding and reasoning. Our dataset and codes are available at https://github.com/whyNLP/Conic10K.

Solving math story problems is a complex task for students and NLP models alike, requiring them to understand the world as described in the story and reason over it to compute an answer. Recent years have seen impressive performance on automatically solving these problems with large pre-trained language models and innovative techniques to prompt them. However, it remains unclear if these models possess accurate representations of mathematical concepts. This leads to lack of interpretability and trustworthiness which impedes their usefulness in various applications. In this paper, we consolidate previous work on categorizing and representing math story problems and develop MathWorld, which is a graph-based semantic formalism specific for the domain of math story problems. With MathWorld, we can assign world models to math story problems which represent the situations and actions introduced in the text and their mathematical relationships. We combine math story problems from several existing datasets and annotate a corpus of 1,019 problems and 3,204 logical forms with MathWorld. Using this data, we demonstrate the following use cases of MathWorld: (1) prompting language models with synthetically generated question-answer pairs to probe their reasoning and world modeling abilities, and (2) generating new problems by using the world models as a design space.

Large Language Models (LLMs) are smart but forgetful. Recent studies, (e.g., (Bubeck et al., 2023)) on modern LLMs have shown that they are capable of performing amazing tasks typically necessitating human-level intelligence. However, unlike humans, frozen LLMs do not improve over time; they neither acquire new knowledge nor learn from their successes or failures. Some approaches to improving the intelligence of LLMs include fine-tuning models based on problem-solving performance (Zelikman et al., 2022), and building bigger and more sophisticated models (Bubeck et al., 2023). However, these methods have the drawback of requiring substantial data and computational resources to retrain existing models. In this paper, we explore the use of Retrieval Augmented Generation, also known as RAG (Lewis et al., 2021) to improve problem-solving performance. We propose ARM-RAG (Auxiliary Rationale Memory for Retrieval Augmented Generation), a system that learns from its successes without incurring high training costs. We demonstrate that the storage and subsequent retrieval of reasoning chains have a positive influence on performance in grade-school math problems.

Answering complex questions is a time-consuming activity for humans that requires reasoning and integration of information. Recent work on reading comprehension made headway in answering simple questions, but tackling complex questions is still an ongoing research challenge. Conversely, semantic parsers have been successful at handling compositionality, but only when the information resides in a target knowledge-base. In this paper, we present a novel framework for answering broad and complex questions, assuming answering simple questions is possible using a search engine and a reading comprehension model. We propose to decompose complex questions into a sequence of simple questions, and compute the final answer from the sequence of answers. To illustrate the viability of our approach, we create a new dataset of complex questions, ComplexWebQuestions, and present a model that decomposes questions and interacts with the web to compute an answer. We empirically demonstrate that question decomposition improves performance from 20.8 precision@1 to 27.5 precision@1 on this new dataset.

Despite recent advancements in large language models (LLMs), their performance on complex reasoning problems requiring multi-step thinking and combining various skills is still limited. To address this, we propose a novel framework HDFlow for complex reasoning with LLMs that combines fast and slow thinking modes in an adaptive manner. Our approach consists of two key components: 1) a new approach for slow, deliberate reasoning called Dynamic Workflow, which automatically decomposes complex problems into more manageable sub-tasks and dynamically designs a workflow to assemble specialized LLM or symbolic reasoning tools to solve sub-tasks; 2) Hybrid Thinking, a general framework that dynamically combines fast and slow thinking based on problem complexity. Finally, we propose an easy-to-scale method for automatically synthesizing a large-scale dataset of 27K challenging reasoning problems for complex reasoning and a hybrid thinking tuning method that trains smaller LLMs on this dataset to internalize the fast/slow hybrid reasoning strategies. Experiments on four reasoning benchmark datasets demonstrate that our slow thinking with dynamic workflows significantly outperforms Chain-of-Thought, and hybrid thinking achieves the highest accuracy while providing an effective balance between computational efficiency and performance. Fine-tuning using our hybrid thinking approach also significantly boosts the complex reasoning capabilities of open-source language models. The results showcase the promise of slow thinking, dynamic workflows, and hybrid thinking in expanding the frontier of complex problem-solving with LLMsCode and data will be released at \url{https://github.com/wenlinyao/HDFlow.}.

Recent large-scale language models (LLMs) with long Chain-of-Thought reasoning-such as DeepSeek-R1-have achieved impressive results on Olympiad-level mathematics benchmarks. However, they often rely on a narrow set of strategies and struggle with problems that require a novel way of thinking. To systematically investigate these limitations, we introduce OMEGA-Out-of-distribution Math Problems Evaluation with 3 Generalization Axes-a controlled yet diverse benchmark designed to evaluate three axes of out-of-distribution generalization, inspired by Boden's typology of creativity: (1) Exploratory-applying known problem solving skills to more complex instances within the same problem domain; (2) Compositional-combining distinct reasoning skills, previously learned in isolation, to solve novel problems that require integrating these skills in new and coherent ways; and (3) Transformative-adopting novel, often unconventional strategies by moving beyond familiar approaches to solve problems more effectively. OMEGA consists of programmatically generated training-test pairs derived from templated problem generators across geometry, number theory, algebra, combinatorics, logic, and puzzles, with solutions verified using symbolic, numerical, or graphical methods. We evaluate frontier (or top-tier) LLMs and observe sharp performance degradation as problem complexity increases. Moreover, we fine-tune the Qwen-series models across all generalization settings and observe notable improvements in exploratory generalization, while compositional generalization remains limited and transformative reasoning shows little to no improvement. By isolating and quantifying these fine-grained failures, OMEGA lays the groundwork for advancing LLMs toward genuine mathematical creativity beyond mechanical proficiency.

Solving algebraic word problems requires executing a series of arithmetic operations---a program---to obtain a final answer. However, since programs can be arbitrarily complicated, inducing them directly from question-answer pairs is a formidable challenge. To make this task more feasible, we solve these problems by generating answer rationales, sequences of natural language and human-readable mathematical expressions that derive the final answer through a series of small steps. Although rationales do not explicitly specify programs, they provide a scaffolding for their structure via intermediate milestones. To evaluate our approach, we have created a new 100,000-sample dataset of questions, answers and rationales. Experimental results show that indirect supervision of program learning via answer rationales is a promising strategy for inducing arithmetic programs.

Chain of Thought prompting strategy has enhanced the performance of Large Language Models (LLMs) across various NLP tasks. However, it still has shortcomings when dealing with complex reasoning tasks, following~cot_wei, including understanding errors, calculation errors and process errors (e.g. missing-step and hallucinations). Subsequently, Our in-depth analysis of various error types has found that deeply understanding the whole problem is critical in addressing complicated reasoning tasks. In this paper, we proposed a novel prompt strategy called Deeply Understanding the Problems (DUP) prompting, inspired by how humans solve complex reasoning problems, designed to enhance the comprehensive understanding of problems by LLMs. It consists of three stages: 1) extract the core question; 2) find out problem-solving information based on the core question; 3) generate and extract answers by LLMs. We evaluate the performance of DUP prompting on ten diverse reasoning datasets. Experimental results suggest that DUP prompting significantly outperforms Zero-Shot CoT ~kojima2022large across all datasets. Notably, DUP achieves state-of-the-art on SVAMP (90.4\% to 94.2\%) and GSM8K (94.6\% to 97.1\%).

Although previous research on large language models (LLMs) and large multi-modal models (LMMs) has systematically explored mathematical problem-solving (MPS) within visual contexts, the analysis of how these models process visual information during problem-solving remains insufficient. To address this gap, we present VisAidMath, a benchmark for evaluating the MPS process related to visual information. We follow a rigorous data curation pipeline involving both automated processes and manual annotations to ensure data quality and reliability. Consequently, this benchmark includes 1,200 challenging problems from various mathematical branches, vision-aid formulations, and difficulty levels, collected from diverse sources such as textbooks, examination papers, and Olympiad problems. Based on the proposed benchmark, we conduct comprehensive evaluations on ten mainstream LLMs and LMMs, highlighting deficiencies in the visual-aided reasoning process. For example, GPT-4V only achieves 45.33% accuracy in the visual-aided reasoning task, even with a drop of 2 points when provided with golden visual aids. In-depth analysis reveals that the main cause of deficiencies lies in hallucination regarding the implicit visual reasoning process, shedding light on future research directions in the visual-aided MPS process.

Mathematical reasoning is a cornerstone of artificial general intelligence and a primary benchmark for evaluating the capabilities of Large Language Models (LLMs). While state-of-the-art models show promise, they often falter when faced with complex problems that demand deep conceptual understanding and intricate, multi-step deliberation. To address this challenge, we introduce JT-Math-8B, a series of open-source models comprising base, instruct, and thinking versions, built upon a systematic, multi-stage optimization framework. Our pre-training corpus is a high-quality, 210B-token dataset curated through a dedicated data pipeline that uses model-based validation to ensure quality and diversity. The Instruct Model is optimized for direct, concise answers through Supervised Fine-Tuning (SFT) and a GRPO-based reinforcement learning (RL) method. The Thinking Model is trained for complex problem-solving using a Long Chain-of-Thought (Long CoT) approach, combining SFT with a novel, multi-stage RL curriculum that progressively increases task difficulty and context length up to 32K tokens. JT-Math-8B achieves state-of-the-art results among open-source models of similar size, surpassing prominent models like OpenAI's O1-mini and GPT-4o , and demonstrating superior performance on competition-level mathematics.

Our work presents a novel angle for evaluating language models' (LMs) mathematical abilities, by investigating whether they can discern skills and concepts enabled by math content. We contribute two datasets: one consisting of 385 fine-grained descriptions of K-12 math skills and concepts, or standards, from Achieve the Core (ATC), and another of 9.9K problems labeled with these standards (MathFish). Working with experienced teachers, we find that LMs struggle to tag and verify standards linked to problems, and instead predict labels that are close to ground truth, but differ in subtle ways. We also show that LMs often generate problems that do not fully align with standards described in prompts. Finally, we categorize problems in GSM8k using math standards, allowing us to better understand why some problems are more difficult to solve for models than others.

Understanding complex scientific and mathematical concepts, particularly those presented in dense research papers, poses a significant challenge for learners. Dynamic visualizations can greatly enhance comprehension, but creating them manually is time-consuming and requires specialized knowledge and skills. We introduce manimator, an open-source system that leverages Large Language Models to transform research papers and natural language prompts into explanatory animations using the Manim engine. Manimator employs a pipeline where an LLM interprets the input text or research paper PDF to generate a structured scene description outlining key concepts, mathematical formulas, and visual elements and another LLM translates this description into executable Manim Python code. We discuss its potential as an educational tool for rapidly creating engaging visual explanations for complex STEM topics, democratizing the creation of high-quality educational content.

Using Large Language Models for complex mathematical reasoning is difficult, primarily due to the complexity of multi-step reasoning. The main challenges of this process include (1) selecting critical intermediate results to advance the procedure, and (2) limited exploration of potential solutions. To address these issues, we introduce a novel algorithm, namely Stepwise Self-Consistent Chain-of-Thought (SSC-CoT). SSC-CoT employs a strategy of selecting intermediate steps based on the intersection of various reasoning chains. Additionally, SSC-CoT enables the model to discover critical intermediate steps by querying a knowledge graph comprising relevant domain knowledge. To validate SSC-CoT, we present a new dataset, TriMaster100, tailored for complex trigonometry problems. This dataset contains 100 questions, with each solution broken down into scored intermediate steps, facilitating a comprehensive evaluation of the mathematical reasoning process. On TriMaster100, SSC-CoT triples the effectiveness of the state-of-the-art methods. Furthermore, we benchmark SSC-CoT on the widely recognized complex mathematical question dataset, MATH level 5, and it surpasses the second-best method by 7.2% in accuracy. Code and the TriMaster100 dataset can be found at: https://github.com/zhao-zilong/ssc-cot.

Advanced applied mathematics problems are underrepresented in existing Large Language Model (LLM) benchmark datasets. To address this, we introduce HARDMath, a dataset inspired by a graduate course on asymptotic methods, featuring challenging applied mathematics problems that require analytical approximation techniques. These problems demand a combination of mathematical reasoning, computational tools, and subjective judgment, making them difficult for LLMs. Our framework auto-generates a large number of problems with solutions validated against numerical ground truths. We evaluate both open- and closed-source LLMs on HARDMath-mini, a sub-sampled test set of 366 problems, as well as on 40 word problems formulated in applied science contexts. Even leading closed-source models like GPT-4 achieve only 43.8% overall accuracy with few-shot Chain-of-Thought prompting, and all models demonstrate significantly lower performance compared to results on existing mathematics benchmark datasets. We additionally conduct a detailed error analysis to gain insights into the failure cases of LLMs. These results demonstrate limitations of current LLM performance on advanced graduate-level applied math problems and underscore the importance of datasets like HARDMath to advance mathematical abilities of LLMs.

In recent years, the rapid development of large reasoning models has resulted in the saturation of existing benchmarks for evaluating mathematical reasoning, highlighting the urgent need for more challenging and rigorous evaluation frameworks. To address this gap, we introduce OlymMATH, a novel Olympiad-level mathematical benchmark, designed to rigorously test the complex reasoning capabilities of LLMs. OlymMATH features 200 meticulously curated problems, each manually verified and available in parallel English and Chinese versions. The problems are systematically organized into two distinct difficulty tiers: (1) AIME-level problems (easy) that establish a baseline for mathematical reasoning assessment, and (2) significantly more challenging problems (hard) designed to push the boundaries of current state-of-the-art models. In our benchmark, these problems span four core mathematical fields, each including a verifiable numerical solution to enable objective, rule-based evaluation. Empirical results underscore the significant challenge presented by OlymMATH, with state-of-the-art models including DeepSeek-R1 and OpenAI's o3-mini demonstrating notably limited accuracy on the hard subset. Furthermore, the benchmark facilitates comprehensive bilingual assessment of mathematical reasoning abilities-a critical dimension that remains largely unaddressed in mainstream mathematical reasoning benchmarks. We release the OlymMATH benchmark at the STILL project: https://github.com/RUCAIBox/Slow_Thinking_with_LLMs.

Solving mathematical problems requires advanced reasoning abilities and presents notable challenges for large language models. Previous works usually synthesize data from proprietary models to augment existing datasets, followed by instruction tuning to achieve top-tier results. However, our analysis of these datasets reveals severe biases towards easy queries, with frequent failures to generate any correct response for the most challenging queries. Hypothesizing that difficult queries are crucial to learn complex reasoning, we propose Difficulty-Aware Rejection Tuning (DART), a method that allocates difficult queries more trials during the synthesis phase, enabling more extensive training on difficult samples. Utilizing DART, we have created new datasets for mathematical problem-solving that focus more on difficult queries and are substantially smaller than previous ones. Remarkably, our synthesis process solely relies on a 7B-sized open-weight model, without reliance on the commonly used proprietary GPT-4. We fine-tune various base models on our datasets ranging from 7B to 70B in size, resulting in a series of strong models called DART-MATH. In comprehensive in-domain and out-of-domain evaluation on 6 mathematical benchmarks, DART-MATH outperforms vanilla rejection tuning significantly, being superior or comparable to previous arts, despite using much smaller datasets and no proprietary models. Furthermore, our results position our synthetic datasets as the most effective and cost-efficient publicly available resources for advancing mathematical problem-solving.

Geometry problem solving is a key area of mathematical reasoning, which is widely involved in many important fields such as education, mathematical ability assessment of artificial intelligence, and multimodal ability assessment. In recent years, the rapid development of deep learning technology, especially the rise of multimodal large language models, has triggered a widespread research boom. This paper provides a survey of the applications of deep learning in geometry problem solving, including (i) a comprehensive summary of the relevant tasks in geometry problem solving; (ii) a thorough review of related deep learning methods; (iii) a detailed analysis of evaluation metrics and methods; and (iv) a critical discussion of the current challenges and future directions that can be explored. Our goal is to provide a comprehensive and practical reference of deep learning for geometry problem solving to promote further developments in this field. We create a continuously updated list of papers on GitHub: https://github.com/majianz/dl4gps.

Scientific problem solving poses unique challenges for LLMs, requiring both deep domain knowledge and the ability to apply such knowledge through complex reasoning. While automated scientific reasoners hold great promise for assisting human scientists, there is currently no widely adopted holistic benchmark for evaluating scientific reasoning, and few approaches systematically disentangle the distinct roles of knowledge and reasoning in these tasks. To address these gaps, we introduce SciReas, a diverse suite of existing benchmarks for scientific reasoning tasks, and SciReas-Pro, a selective subset that requires more complex reasoning. Our holistic evaluation surfaces insights about scientific reasoning performance that remain hidden when relying on individual benchmarks alone. We then propose KRUX, a probing framework for studying the distinct roles of reasoning and knowledge in scientific tasks. Combining the two, we conduct an in-depth analysis that yields several key findings: (1) Retrieving task-relevant knowledge from model parameters is a critical bottleneck for LLMs in scientific reasoning; (2) Reasoning models consistently benefit from external knowledge added in-context on top of the reasoning enhancement; (3) Enhancing verbalized reasoning improves LLMs' ability to surface task-relevant knowledge. Finally, we conduct a lightweight analysis, comparing our science-focused data composition with concurrent efforts on long CoT SFT, and release SciLit01, a strong 8B baseline for scientific reasoning.

Knowledge tagging for questions is vital in modern intelligent educational applications, including learning progress diagnosis, practice question recommendations, and course content organization. Traditionally, these annotations have been performed by pedagogical experts, as the task demands not only a deep semantic understanding of question stems and knowledge definitions but also a strong ability to link problem-solving logic with relevant knowledge concepts. With the advent of advanced natural language processing (NLP) algorithms, such as pre-trained language models and large language models (LLMs), pioneering studies have explored automating the knowledge tagging process using various machine learning models. In this paper, we investigate the use of a multi-agent system to address the limitations of previous algorithms, particularly in handling complex cases involving intricate knowledge definitions and strict numerical constraints. By demonstrating its superior performance on the publicly available math question knowledge tagging dataset, MathKnowCT, we highlight the significant potential of an LLM-based multi-agent system in overcoming the challenges that previous methods have encountered. Finally, through an in-depth discussion of the implications of automating knowledge tagging, we underscore the promising results of deploying LLM-based algorithms in educational contexts.

Advances in Large Language Models (LLMs) have sparked interest in their ability to solve Olympiad-level math problems. However, the training and evaluation of these models are constrained by the limited size and quality of available datasets, as creating large-scale data for such advanced problems requires extensive effort from human experts. In addition, current benchmarks are prone to contamination, leading to unreliable evaluations. In this paper, we present an automated pipeline that leverages the rich resources of the Art of Problem Solving (AoPS) forum, which predominantly features Olympiad-level problems and community-driven solutions. Using open-source LLMs, we develop a method to extract question-answer pairs from the forum, resulting in AoPS-Instruct, a dataset of more than 600,000 high-quality QA pairs. Our experiments demonstrate that fine-tuning LLMs on AoPS-Instruct improves their reasoning abilities across various benchmarks. Moreover, we build an automatic pipeline that introduces LiveAoPSBench, an evolving evaluation set with timestamps, derived from the latest forum data, providing a contamination-resistant benchmark for assessing LLM performance. Notably, we observe a significant decline in LLM performance over time, suggesting their success on older examples may stem from pre-training exposure rather than true reasoning ability. Our work presents a scalable approach to creating and maintaining large-scale, high-quality datasets for advanced math reasoning, offering valuable insights into the capabilities and limitations of LLMs in this domain. Our benchmark and code is available at https://github.com/DSL-Lab/aops

Large language models (LLMs) demonstrate impressive capabilities across a wide range of tasks, yet it remains unclear whether such success reflects genuine reasoning or sophisticated recall. We introduce AInstein, a framework for testing whether LLMs can generate valid solutions to AI research problems using only their pretrained parametric knowledge -- without domain-specific fine-tuning, retrieval augmentation, or other external aids. Our approach extracts distilled problem statements from high-quality ICLR 2025 submissions, then tasks specialized solver agents with proposing and refining technical solutions through iterative critique loops, mimicking the cycles of proposal, review, and revision central to scientific inquiry. We evaluate AInstein on 1,214 ICLR papers stratified by acceptance tier (Oral, Spotlight, Poster), using an LLM-as-a-judge paradigm guided by a structured rubric, complemented by targeted manual checks. Performance is assessed with three metrics: Success Rate (does the solution address the problem?), Rediscovery (does it align with human-proposed methods?), and Novelty (does it yield valid, original approaches?). Our results reveal that while LLMs can rediscover feasible solutions and occasionally propose creative alternatives, their problem-solving ability remains fragile and highly sensitive to framing. These findings provide the first large-scale evidence on the extent to which LLMs can act as autonomous scientific problem-solvers, highlighting both their latent potential and their current limitations.

Scaling up language models to billions of parameters has opened up possibilities for in-context learning, allowing instruction tuning and few-shot learning on tasks that the model was not specifically trained for. This has achieved breakthrough performance on language tasks such as translation, summarization, and question-answering. Furthermore, in addition to these associative "System 1" tasks, recent advances in Chain-of-thought prompt learning have demonstrated strong "System 2" reasoning abilities, answering a question in the field of artificial general intelligence whether LLMs can reason. The field started with the question whether LLMs can solve grade school math word problems. This paper reviews the rapidly expanding field of prompt-based reasoning with LLMs. Our taxonomy identifies different ways to generate, evaluate, and control multi-step reasoning. We provide an in-depth coverage of core approaches and open problems, and we propose a research agenda for the near future. Finally, we highlight the relation between reasoning and prompt-based learning, and we discuss the relation between reasoning, sequential decision processes, and reinforcement learning. We find that self-improvement, self-reflection, and some metacognitive abilities of the reasoning processes are possible through the judicious use of prompts. True self-improvement and self-reasoning, to go from reasoning with LLMs to reasoning by LLMs, remains future work.

Many challenging reasoning tasks require not just rapid, intuitive responses, but a more deliberate, multi-step approach. Recent progress in large language models (LLMs) highlights an important shift from the "System 1" way of quick reactions to the "System 2" style of reflection-and-correction problem solving. However, current benchmarks heavily rely on the final-answer accuracy, leaving much of a model's intermediate reasoning steps unexamined. This fails to assess the model's ability to reflect and rectify mistakes within the reasoning process. To bridge this gap, we introduce FINEREASON, a logic-puzzle benchmark for fine-grained evaluation of LLMs' reasoning capabilities. Each puzzle can be decomposed into atomic steps, making it ideal for rigorous validation of intermediate correctness. Building on this, we introduce two tasks: state checking, and state transition, for a comprehensive evaluation of how models assess the current situation and plan the next move. To support broader research, we also provide a puzzle training set aimed at enhancing performance on general mathematical tasks. We show that models trained on our state checking and transition data demonstrate gains in math reasoning by up to 5.1% on GSM8K.

Scaling high-quality tutoring remains a major challenge in education. Due to growing demand, many platforms employ novice tutors who, unlike experienced educators, struggle to address student mistakes and thus fail to seize prime learning opportunities. Our work explores the potential of large language models (LLMs) to close the novice-expert knowledge gap in remediating math mistakes. We contribute Bridge, a method that uses cognitive task analysis to translate an expert's latent thought process into a decision-making model for remediation. This involves an expert identifying (A) the student's error, (B) a remediation strategy, and (C) their intention before generating a response. We construct a dataset of 700 real tutoring conversations, annotated by experts with their decisions. We evaluate state-of-the-art LLMs on our dataset and find that the expert's decision-making model is critical for LLMs to close the gap: responses from GPT4 with expert decisions (e.g., "simplify the problem") are +76% more preferred than without. Additionally, context-sensitive decisions are critical to closing pedagogical gaps: random decisions decrease GPT4's response quality by -97% than expert decisions. Our work shows the potential of embedding expert thought processes in LLM generations to enhance their capability to bridge novice-expert knowledge gaps. Our dataset and code can be found at: https://github.com/rosewang2008/bridge.

Recent methods have demonstrated that Large Language Models (LLMs) can solve reasoning tasks better when they are encouraged to solve subtasks of the main task first. In this paper we devise a similar strategy that breaks down reasoning tasks into a problem decomposition phase and a problem solving phase and show that the strategy is able to outperform a single stage solution. Further, we hypothesize that the decomposition should be easier to distill into a smaller model compared to the problem solving because the latter requires large amounts of domain knowledge while the former only requires learning general problem solving strategies. We propose methods to distill these two capabilities and evaluate their impact on reasoning outcomes and inference cost. We find that we can distill the problem decomposition phase and at the same time achieve good generalization across tasks, datasets, and models. However, it is harder to distill the problem solving capability without losing performance and the resulting distilled model struggles with generalization. These results indicate that by using smaller, distilled problem decomposition models in combination with problem solving LLMs we can achieve reasoning with cost-efficient inference and local adaptation.

Mathematical reasoning is regarded as a necessary ability for Language Models (LMs). Recent works demonstrate large LMs' impressive performance in solving math problems. The success is attributed to their Chain-of-Thought (CoT) reasoning abilities, i.e., the ability to decompose complex questions into step-by-step reasoning chains, but such ability seems only to emerge from models with abundant parameters. This work investigates how to incorporate relatively small LMs with the capabilities of multi-step reasoning. We propose to inject such abilities by continually pre-training LMs on a synthetic dataset MsAT which is composed of Multi-step Arithmetic Tasks. Our experiments on four math word problem datasets show the effectiveness of the proposed method in enhancing LMs' math reasoning abilities.

Large language models (LLMs) have shown impressive performance in various reasoning benchmarks with the emergence of Chain-of-Thought (CoT) and its derivative methods, particularly in tasks involving multi-choice questions (MCQs). However, current works all process data uniformly without considering the problem-solving difficulty, which means an excessive focus on simple questions while insufficient to intricate ones. To address this challenge, we inspired by humans using heuristic strategies to categorize tasks and handle them individually, propose to apply the Divide and Conquer to LLMs reasoning. First, we divide questions into different subsets based on the statistical confidence score (CS), then fix nearly resolved sets and conquer demanding nuanced process ones with elaborately designed methods, including Prior Knowledge based Reasoning (PKR) and Filter Choices based Reasoning (FCR), as well as their integration variants. Our experiments demonstrate that this proposed strategy significantly boosts the models' reasoning abilities across nine datasets involving arithmetic, commonsense, and logic tasks. For instance, compared to baseline, we make a striking improvement on low confidence subsets of 8.72\% for AQuA, 15.07\% for ARC Challenge and 7.71\% for RiddleSense. In addition, through extensive analysis on length of rationale and number of options, we verify that longer reasoning paths in PKR could prevent models from referring infer-harmful shortcuts, and also find that removing irrelevant choices in FCR would substantially avoid models' confusion. The code is at https://github.com/AiMijie/Divide-and-Conquer

Large language models (LLMs) have demonstrated impressive performance on reasoning tasks, including mathematical reasoning. However, the current evaluation mostly focuses on carefully constructed benchmarks and neglects the consideration of real-world reasoning problems that present missing or contradictory conditions, known as ill-defined problems. To further study this problem, we develop a largescale benchmark called Problems with Missing and Contradictory conditions ( PMC) containing over 5,000 validated ill-defined mathematical problems. Our preliminary experiments through PMC reveal two challenges about existing methods: (1) traditional methods exhibit a trade-off between solving accuracy and rejection capabilities, and (2) formal methods struggle with modeling complex problems. To address these challenges, We develop Variable-Constraint Search (VCSEARCH), a trainingfree framework that leverages formal language to detect ill-defined problems, where a variableconstraint pair search strategy is incorporated to improve the modeling capability of formal language. Extensive experiments demonstrate that VCSEARCH improves the accuracy of identifying unsolvable problems by at least 12% across different LLMs, thus achieving stronger robust mathematical reasoning ability.

Mathematical reasoning, a core ability of human intelligence, presents unique challenges for machines in abstract thinking and logical reasoning. Recent large pre-trained language models such as GPT-3 have achieved remarkable progress on mathematical reasoning tasks written in text form, such as math word problems (MWP). However, it is unknown if the models can handle more complex problems that involve math reasoning over heterogeneous information, such as tabular data. To fill the gap, we present Tabular Math Word Problems (TabMWP), a new dataset containing 38,431 open-domain grade-level problems that require mathematical reasoning on both textual and tabular data. Each question in TabMWP is aligned with a tabular context, which is presented as an image, semi-structured text, and a structured table. There are two types of questions: free-text and multi-choice, and each problem is annotated with gold solutions to reveal the multi-step reasoning process. We evaluate different pre-trained models on TabMWP, including the GPT-3 model in a few-shot setting. As earlier studies suggest, since few-shot GPT-3 relies on the selection of in-context examples, its performance is unstable and can degrade to near chance. The unstable issue is more severe when handling complex problems like TabMWP. To mitigate this, we further propose a novel approach, PromptPG, which utilizes policy gradient to learn to select in-context examples from a small amount of training data and then constructs the corresponding prompt for the test example. Experimental results show that our method outperforms the best baseline by 5.31% on the accuracy metric and reduces the prediction variance significantly compared to random selection, which verifies its effectiveness in selecting in-context examples.

Despite their success in many natural language tasks, solving math problems remains a significant challenge for large language models (LLMs). A large gap exists between LLMs' pass-at-one and pass-at-N performance in solving math problems, suggesting LLMs might be close to finding correct solutions, motivating our exploration of fine-tuning methods to unlock LLMs' performance. Using the challenging MATH dataset, we investigate three fine-tuning strategies: (1) solution fine-tuning, where we fine-tune to generate a detailed solution for a given math problem; (2) solution-cluster re-ranking, where the LLM is fine-tuned as a solution verifier/evaluator to choose among generated candidate solution clusters; (3) multi-task sequential fine-tuning, which integrates both solution generation and evaluation tasks together efficiently to enhance the LLM performance. With these methods, we present a thorough empirical study on a series of PaLM 2 models and find: (1) The quality and style of the step-by-step solutions used for fine-tuning can make a significant impact on the model performance; (2) While solution re-ranking and majority voting are both effective for improving the model performance when used separately, they can also be used together for an even greater performance boost; (3) Multi-task fine-tuning that sequentially separates the solution generation and evaluation tasks can offer improved performance compared with the solution fine-tuning baseline. Guided by these insights, we design a fine-tuning recipe that yields approximately 58.8% accuracy on the MATH dataset with fine-tuned PaLM 2-L models, an 11.2% accuracy improvement over the few-shot performance of pre-trained PaLM 2-L model with majority voting.

We introduce MAmmoTH, a series of open-source large language models (LLMs) specifically tailored for general math problem-solving. The MAmmoTH models are trained on MathInstruct, our meticulously curated instruction tuning dataset. MathInstruct is compiled from 13 math datasets with intermediate rationales, six of which have rationales newly curated by us. It presents a unique hybrid of chain-of-thought (CoT) and program-of-thought (PoT) rationales, and also ensures extensive coverage of diverse fields in math. The hybrid of CoT and PoT not only unleashes the potential of tool use but also allows different thought processes for different math problems. As a result, the MAmmoTH series substantially outperform existing open-source models on nine mathematical reasoning datasets across all scales with an average accuracy gain between 13% and 29%. Remarkably, our MAmmoTH-7B model reaches 35% on MATH (a competition-level dataset), which exceeds the best open-source 7B model (WizardMath) by 25%, and the MAmmoTH-34B model achieves 46% accuracy on MATH, even surpassing GPT-4's CoT result. Our work underscores the importance of diverse problem coverage and the use of hybrid rationales in developing superior math generalist models.

To augment language models with the ability to reason, researchers usually prompt or finetune them to produce chain of thought reasoning steps before producing the final answer. However, although people use natural language to reason effectively, it may be that LMs could reason more effectively with some intermediate computation that is not in natural language. In this work, we explore an alternative reasoning approach: instead of explicitly producing the chain of thought reasoning steps, we use the language model's internal hidden states to perform implicit reasoning. The implicit reasoning steps are distilled from a teacher model trained on explicit chain-of-thought reasoning, and instead of doing reasoning "horizontally" by producing intermediate words one-by-one, we distill it such that the reasoning happens "vertically" among the hidden states in different layers. We conduct experiments on a multi-digit multiplication task and a grade school math problem dataset and find that this approach enables solving tasks previously not solvable without explicit chain-of-thought, at a speed comparable to no chain-of-thought.

In recent years, the research focus of large language models (LLMs) and agents has shifted increasingly from demonstrating novel capabilities to complex reasoning and tackling challenging tasks. However, existing evaluations focus mainly on math/code contests or general tasks, while existing multi-domain academic benchmarks lack sufficient reasoning depth, leaving the field without a rigorous benchmark for high-level reasoning. To fill this gap, we introduce the Acadreason benchmark, designed to evaluate the ability of LLMs and agents to acquire and reason over academic knowledge. It consists of 50 expert-annotated academic problems across five high-reasoning domains, including computer science, economics, law, mathematics, and philosophy. All questions are sourced from top-tier publications in recent years and undergo rigorous annotation and quality control to ensure they are both challenging and answerable. We conduct systematic evaluations of over 10 mainstream LLMs and agents. The results show that most LLMs scored below 20 points, with even the cutting-edge GPT-5 achieving only 16 points. While agents achieved higher scores, none exceeded 40 points. This demonstrates the current capability gap between LLMs and agents in super-intelligent academic research tasks and highlights the challenges of Acadreason.

Despite impressive progress in areas like mathematical reasoning, large language models still face significant challenges in consistently solving complex problems. Drawing inspiration from key human learning strategies, we propose two novel strategies to enhance the capability of large language models to solve these complex problems. First, Adaptive Difficulty Curriculum Learning (ADCL) is a novel curriculum learning strategy that tackles the Difficulty Shift phenomenon (i.e., a model's perception of problem difficulty dynamically changes during training) by periodically re-estimating difficulty within upcoming data batches to maintain alignment with the model's evolving capabilities. Second, Expert-Guided Self-Reformulation (EGSR) is a novel reinforcement learning strategy that bridges the gap between imitation learning and pure exploration by guiding models to reformulate expert solutions within their own conceptual framework, rather than relying on direct imitation, fostering deeper understanding and knowledge assimilation. Extensive experiments on challenging mathematical reasoning benchmarks, using Qwen2.5-7B as the base model, demonstrate that these human-inspired strategies synergistically and significantly enhance performance. Notably, their combined application improves performance over the standard Zero-RL baseline by 10% on the AIME24 benchmark and 16.6% on AIME25.

Advancements in LLMs have significantly expanded their capabilities across various domains. However, mathematical reasoning remains a challenging area, prompting the development of math-specific LLMs. These models typically follow a two-stage training paradigm: pre-training with math-related corpora and post-training with problem datasets for SFT. Despite these efforts, the improvements in mathematical reasoning achieved through continued pre-training (CPT) are often less significant compared to those obtained via SFT. This study addresses this discrepancy by exploring alternative strategies during the pre-training phase, focusing on the use of problem-solving data over general mathematical corpora. We investigate three primary research questions: (1) Can problem-solving data enhance the model's mathematical reasoning capabilities more effectively than general mathematical corpora during CPT? (2) Are synthetic data from the same source equally effective, and which synthesis methods are most efficient? (3) How do the capabilities developed from the same problem-solving data differ between the CPT and SFT stages, and what factors contribute to these differences? Our findings indicate that problem-solving data significantly enhances the model's mathematical capabilities compared to general mathematical corpora. We also identify effective data synthesis methods, demonstrating that the tutorship amplification synthesis method achieves the best performance. Furthermore, while SFT facilitates instruction-following abilities, it underperforms compared to CPT with the same data, which can be partially attributed to its poor learning capacity for hard multi-step problem-solving data. These insights provide valuable guidance for optimizing the mathematical reasoning capabilities of LLMs, culminating in our development of a powerful mathematical base model called JiuZhang-8B.

Large Language Models (LLMs) have achieved remarkable success in complex reasoning tasks, but their inference remains computationally inefficient. We observe a common failure mode in many prevalent LLMs, overthinking, where models generate verbose and tangential reasoning traces even for simple queries. Recent works have tried to mitigate this by enforcing fixed token budgets, however, this can lead to underthinking, especially on harder problems. Through empirical analysis, we identify that this inefficiency often stems from unclear problem-solving strategies. To formalize this, we develop a theoretical model, BBAM (Bayesian Budget Allocation Model), which models reasoning as a sequence of sub-questions with varying uncertainty, and introduce the E^3 metric to capture the trade-off between correctness and computation efficiency. Building on theoretical results from BBAM, we propose Plan-and-Budget, a model-agnostic, test-time framework that decomposes complex queries into sub-questions and allocates token budgets based on estimated complexity using adaptive scheduling. Plan-and-Budget improves reasoning efficiency across a range of tasks and models, achieving up to +70% accuracy gains, -39% token reduction, and +187.5% improvement in E^3. Notably, it elevates a smaller model (DS-Qwen-32B) to match the efficiency of a larger model (DS-LLaMA-70B)-demonstrating Plan-and-Budget's ability to close performance gaps without retraining. Our code is available at anonymous.4open.science/r/P-and-B-6513/.

Large Language Models (LLMs)' search capabilities have garnered significant attention. Existing benchmarks, such as OpenAI's BrowseComp, primarily focus on general search scenarios and fail to adequately address the specific demands of academic search. These demands include deeper literature tracing and organization, professional support for academic databases, the ability to navigate long-tail academic knowledge, and ensuring academic rigor. Here, we proposed ScholarSearch, the first dataset specifically designed to evaluate the complex information retrieval capabilities of Large Language Models (LLMs) in academic research. ScholarSearch possesses the following key characteristics: Academic Practicality, where question content closely mirrors real academic learning and research environments, avoiding deliberately misleading models; High Difficulty, with answers that are challenging for single models (e.g., Grok DeepSearch or Gemini Deep Research) to provide directly, often requiring at least three deep searches to derive; Concise Evaluation, where limiting conditions ensure answers are as unique as possible, accompanied by clear sources and brief solution explanations, greatly facilitating subsequent audit and verification, surpassing the current lack of analyzed search datasets both domestically and internationally; and Broad Coverage, as the dataset spans at least 15 different academic disciplines. Through ScholarSearch, we expect to more precisely measure and promote the performance improvement of LLMs in complex academic information retrieval tasks. The data is available at: https://huggingface.co/datasets/PKU-DS-LAB/ScholarSearch

We present a fundamental discovery that challenges our understanding of how complex reasoning emerges in large language models. While conventional wisdom suggests that sophisticated reasoning tasks demand extensive training data (>100,000 examples), we demonstrate that complex mathematical reasoning abilities can be effectively elicited with surprisingly few examples. Through comprehensive experiments, our proposed model LIMO demonstrates unprecedented performance in mathematical reasoning. With merely 817 curated training samples, LIMO achieves 57.1% accuracy on AIME and 94.8% on MATH, improving from previous SFT-based models' 6.5% and 59.2% respectively, while only using 1% of the training data required by previous approaches. LIMO demonstrates exceptional out-of-distribution generalization, achieving 40.5% absolute improvement across 10 diverse benchmarks, outperforming models trained on 100x more data, challenging the notion that SFT leads to memorization rather than generalization. Based on these results, we propose the Less-Is-More Reasoning Hypothesis (LIMO Hypothesis): In foundation models where domain knowledge has been comprehensively encoded during pre-training, sophisticated reasoning capabilities can emerge through minimal but precisely orchestrated demonstrations of cognitive processes. This hypothesis posits that the elicitation threshold for complex reasoning is determined by two key factors: (1) the completeness of the model's encoded knowledge foundation during pre-training, and (2) the effectiveness of post-training examples as "cognitive templates" that show the model how to utilize its knowledge base to solve complex reasoning tasks. To facilitate reproducibility and future research in data-efficient reasoning, we release LIMO as a comprehensive open-source suite at https://github.com/GAIR-NLP/LIMO.

Current LLM training positions mathematical reasoning as a core capability. With publicly available sources fully tapped, there is unmet demand for diverse and challenging math questions. Relying solely on human experts is both time-consuming and costly, while LLM-generated questions often lack the requisite diversity and difficulty. We present a design framework that combines the strengths of LLMs with a human-in-the-loop approach to generate a diverse array of challenging math questions. We leverage LLM metacognition skills [Didolkar et al., 2024] of a strong LLM to extract core "skills" from existing math datasets. These skills serve as the basis for generating novel and difficult questions by prompting the LLM with random pairs of core skills. The use of two different skills within each question makes finding such questions an "out of distribution" task for both LLMs and humans. Our pipeline employs LLMs to iteratively generate and refine questions and solutions through multiturn prompting. Human annotators then verify and further refine the questions, with their efficiency enhanced via further LLM interactions. Applying this pipeline on skills extracted from the MATH dataset [Hendrycks et al., 2021] resulted in MATH^2 - a dataset of higher-quality math questions, as evidenced by: (a) Lower performance of all models on MATH^2 than on MATH (b) Higher performance on MATH when using MATH^2 questions as in-context examples. Although focused on mathematics, our methodology seems applicable to other domains requiring structured reasoning, and potentially as a component of scalable oversight. Also of interest is a striking relationship observed between models' performance on the new dataset: the success rate on MATH^2 is the square on MATH, suggesting that successfully solving the question in MATH^2 requires a nontrivial combination of two distinct math skills.

The reasoning performance of Large Language Models (LLMs) on a wide range of problems critically relies on chain-of-thought prompting, which involves providing a few chain of thought demonstrations as exemplars in prompts. Recent work, e.g., Tree of Thoughts, has pointed out the importance of exploration and self-evaluation in reasoning step selection for complex problem solving. In this paper, we present Boosting of Thoughts (BoT), an automated prompting framework for problem solving with LLMs by iteratively exploring and self-evaluating many trees of thoughts in order to acquire an ensemble of trial-and-error reasoning experiences, which will serve as a new form of prompting to solve the complex problem. Starting from a simple prompt without requiring examples, BoT iteratively explores and evaluates a large collection of reasoning steps, and more importantly, uses error analysis obtained from the LLM on them to explicitly revise prompting, which in turn enhances reasoning step generation, until a final answer is attained. Our experiments with GPT-4 and Llama2 across extensive complex mathematical problems demonstrate that BoT consistently achieves higher or comparable problem-solving rates than other advanced prompting approaches.

Solving math word problems requires deductive reasoning over the quantities in the text. Various recent research efforts mostly relied on sequence-to-sequence or sequence-to-tree models to generate mathematical expressions without explicitly performing relational reasoning between quantities in the given context. While empirically effective, such approaches typically do not provide explanations for the generated expressions. In this work, we view the task as a complex relation extraction problem, proposing a novel approach that presents explainable deductive reasoning steps to iteratively construct target expressions, where each step involves a primitive operation over two quantities defining their relation. Through extensive experiments on four benchmark datasets, we show that the proposed model significantly outperforms existing strong baselines. We further demonstrate that the deductive procedure not only presents more explainable steps but also enables us to make more accurate predictions on questions that require more complex reasoning.

Solving complex mathematical problems via system-2 reasoning is a natural human skill, yet it remains a significant challenge for current large language models (LLMs). We identify the scarcity of deliberate multi-step reasoning data as a primary limiting factor. To this end, we introduce Enriched Instruction Tuning (EIT), a method that enriches existing human-annotated mathematical datasets by synergizing human and AI feedback to create fine-grained reasoning trajectories. These datasets are then used to fine-tune open-source LLMs, enhancing their mathematical reasoning abilities without reliance on any symbolic verification program. Concretely, EIT is composed of two critical steps: Enriching with Reasoning Plan (ERP) and Enriching with Reasoning Step (ERS). The former generates a high-level plan that breaks down complex instructions into a sequence of simpler objectives, while ERS fills in reasoning contexts often overlooked by human annotators, creating a smoother reasoning trajectory for LLM fine-tuning. Unlike existing CoT prompting methods that generate reasoning chains only depending on LLM's internal knowledge, our method leverages human-annotated initial answers as ``meta-knowledge'' to help LLMs generate more detailed and precise reasoning processes, leading to a more trustworthy LLM expert for complex mathematical problems. In experiments, EIT achieves an accuracy of 84.1% on GSM8K and 32.5% on MATH, surpassing state-of-the-art fine-tuning and prompting methods, and even matching the performance of tool-augmented methods.

Large Language Models (LLMs) demonstrate promising capabilities in solving simple scientific problems but often produce hallucinations for complex ones. While integrating LLMs with tools can increase reliability, this approach typically results in over-reliance on tools, diminishing the model's ability to solve simple problems through basic reasoning. In contrast, human experts first assess problem complexity using domain knowledge before choosing an appropriate solution approach. Inspired by this human problem-solving process, we propose a novel two-component fine-tuning method. In the first component World Knowledge Distillation (WKD), LLMs learn directly from solutions generated using tool's information to internalize domain knowledge. In the second component Tool Usage Adaptation (TUA), we partition problems into easy and hard categories based on the model's direct answering accuracy. While maintaining the same alignment target for easy problems as in WKD, we train the model to intelligently switch to tool usage for more challenging problems. We validate our method on six scientific benchmark datasets, spanning mathematics, climate science and epidemiology. On average, our models demonstrate a 28.18% improvement in answer accuracy and a 13.89% increase in tool usage precision across all datasets, surpassing state-of-the-art models including GPT-4o and Claude-3.5.

The nature of abstract reasoning is a matter of debate. Modern artificial neural network (ANN) models, like large language models, demonstrate impressive success when tested on abstract reasoning problems. However, it has been argued that their success reflects some form of memorization of similar problems (data contamination) rather than a general-purpose abstract reasoning capability. This concern is supported by evidence of brittleness, and the requirement of extensive training. In our study, we explored whether abstract reasoning can be achieved using the toolbox of ANNs, without prior training. Specifically, we studied an ANN model in which the weights of a naive network are optimized during the solution of the problem, using the problem data itself, rather than any prior knowledge. We tested this modeling approach on visual reasoning problems and found that it performs relatively well. Crucially, this success does not rely on memorization of similar problems. We further suggest an explanation of how it works. Finally, as problem solving is performed by changing the ANN weights, we explored the connection between problem solving and the accumulation of knowledge in the ANNs.

Transformer large language models (LLMs) have sparked admiration for their exceptional performance on tasks that demand intricate multi-step reasoning. Yet, these models simultaneously show failures on surprisingly trivial problems. This begs the question: Are these errors incidental, or do they signal more substantial limitations? In an attempt to demystify Transformers, we investigate the limits of these models across three representative compositional tasks -- multi-digit multiplication, logic grid puzzles, and a classic dynamic programming problem. These tasks require breaking problems down into sub-steps and synthesizing these steps into a precise answer. We formulate compositional tasks as computation graphs to systematically quantify the level of complexity, and break down reasoning steps into intermediate sub-procedures. Our empirical findings suggest that Transformers solve compositional tasks by reducing multi-step compositional reasoning into linearized subgraph matching, without necessarily developing systematic problem-solving skills. To round off our empirical study, we provide theoretical arguments on abstract multi-step reasoning problems that highlight how Transformers' performance will rapidly decay with increased task complexity.

Enhancing the capability of large language models (LLMs) in reasoning has gained significant attention in recent years. Previous studies have demonstrated the effectiveness of various prompting strategies in aiding LLMs in reasoning (called "reasoning actions"), such as step-by-step thinking, reflecting before answering, solving with programs, and their combinations. However, these approaches often applied static, predefined reasoning actions uniformly to all questions, without considering the specific characteristics of each question or the capability of the task-solving LLM. In this paper, we propose DOTS, an approach enabling LLMs to reason dynamically via optimal reasoning trajectory search, tailored to the specific characteristics of each question and the inherent capability of the task-solving LLM. Our approach involves three key steps: i) defining atomic reasoning action modules that can be composed into various reasoning action trajectories; ii) searching for the optimal action trajectory for each training question through iterative exploration and evaluation for the specific task-solving LLM; and iii) using the collected optimal trajectories to train an LLM to plan for the reasoning trajectories of unseen questions. In particular, we propose two learning paradigms, i.e., fine-tuning an external LLM as a planner to guide the task-solving LLM, or directly fine-tuning the task-solving LLM with an internalized capability for reasoning actions planning. Our experiments across eight reasoning tasks show that our method consistently outperforms static reasoning techniques and the vanilla instruction tuning approach. Further analysis reveals that our method enables LLMs to adjust their computation based on problem complexity, allocating deeper thinking and reasoning to harder problems.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

Large language models (LLMs) can solve an increasing number of complex reasoning tasks while making surprising mistakes in basic numerical understanding and processing (such as 9.11 > 9.9). The latter ability is essential for tackling complex arithmetic and mathematical problems and serves as a foundation for most reasoning tasks, but previous work paid little attention to it or only discussed several restricted tasks (like integer addition). In this paper, we comprehensively investigate the numerical understanding and processing ability (NUPA) of LLMs. Firstly, we introduce a benchmark covering four common numerical representations and 17 distinct numerical tasks in four major categories, resulting in 41 meaningful combinations in total. These tasks are derived from primary and secondary education curricula, encompassing nearly all everyday numerical understanding and processing scenarios, and the rules of these tasks are very simple and clear. Through the benchmark, we find that current LLMs fail frequently in many of the tasks. To study the problem, we train small models with existing and potential techniques for enhancing NUPA (such as tokenizers, PEs, and number formats), comprehensively evaluating their effectiveness using our testbed. We also finetune practical-scale LLMs on our proposed NUPA tasks and find that 1) naive finetuning can improve NUPA a lot on many but not all tasks, and 2) surprisingly, techniques designed to enhance NUPA prove ineffective for finetuning pretrained models. We further explore the impact of chain-of-thought techniques on NUPA. Our work provides a more detailed and comprehensive understanding of NUPA in LLMs. Our benchmark and code are released at https://github.com/GraphPKU/number_cookbook.

Although pre-trained language models~(PLMs) have recently advanced the research progress in mathematical reasoning, they are not specially designed as a capable multi-task solver, suffering from high cost for multi-task deployment (\eg a model copy for a task) and inferior performance on complex mathematical problems in practical applications. To address these issues, in this paper, we propose JiuZhang~2.0, a unified Chinese PLM specially for multi-task mathematical problem solving. Our idea is to maintain a moderate-sized model and employ the cross-task knowledge sharing to improve the model capacity in a multi-task setting. Specially, we construct a Mixture-of-Experts~(MoE) architecture for modeling mathematical text, so as to capture the common mathematical knowledge across tasks. For optimizing the MoE architecture, we design multi-task continual pre-training and multi-task fine-tuning strategies for multi-task adaptation. These training strategies can effectively decompose the knowledge from the task data and establish the cross-task sharing via expert networks. In order to further improve the general capacity of solving different complex tasks, we leverage large language models~(LLMs) as complementary models to iteratively refine the generated solution by our PLM, via in-context learning. Extensive experiments have demonstrated the effectiveness of our model.

Physics problem-solving is a challenging domain for large AI models, requiring integration of conceptual understanding, mathematical reasoning, and interpretation of physical diagrams. Current evaluation methodologies show notable limitations in capturing the breadth and complexity of undergraduate-level physics, underscoring the need for more rigorous assessments. To this end, we present PhysUniBench, a large-scale multimodal benchmark designed to evaluate and improve the reasoning capabilities of multimodal large language models (MLLMs) specifically on undergraduate-level physics problems. PhysUniBench consists of 3,304 physics questions spanning 8 major sub-disciplines of physics, each accompanied by one visual diagrams. The benchmark includes both open-ended and multiple-choice questions, systematically curated and difficulty-rated through an iterative model-in-the-loop process. The benchmark's construction involved a rigorous multi-stage process, including multiple roll-outs, expert-level evaluation, automated filtering of easily solved problems, and a nuanced difficulty grading system with five levels. Through extensive experiments, we observe that current state-of-the-art models encounter substantial challenges in physics reasoning. For example, GPT-4o mini achieves only about 34.2\% accuracy in the proposed PhysUniBench. These results highlight that current MLLMs struggle with advanced physics reasoning, especially on multi-step problems and those requiring precise diagram interpretation. By providing a broad and rigorous assessment tool, PhysUniBench aims to drive progress in AI for Science, encouraging the development of models with stronger physical reasoning, problem-solving skills, and multimodal understanding. The benchmark and evaluation scripts are available at https://prismax-team.github.io/PhysUniBenchmark/.

Geometry problem solving (GPS) represents a critical frontier in artificial intelligence, with profound applications in education, computer-aided design, and computational graphics. Despite its significance, automating GPS remains challenging due to the dual demands of spatial understanding and rigorous logical reasoning. Recent advances in large models have enabled notable breakthroughs, particularly for SAT-level problems, yet the field remains fragmented across methodologies, benchmarks, and evaluation frameworks. This survey systematically synthesizes GPS advancements through three core dimensions: (1) benchmark construction, (2) textual and diagrammatic parsing, and (3) reasoning paradigms. We further propose a unified analytical paradigm, assess current limitations, and identify emerging opportunities to guide future research toward human-level geometric reasoning, including automated benchmark generation and interpretable neuro-symbolic integration.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

This paper introduces the novel task of multimodal puzzle solving, framed within the context of visual question-answering. We present a new dataset, AlgoPuzzleVQA designed to challenge and evaluate the capabilities of multimodal language models in solving algorithmic puzzles that necessitate both visual understanding, language understanding, and complex algorithmic reasoning. We create the puzzles to encompass a diverse array of mathematical and algorithmic topics such as boolean logic, combinatorics, graph theory, optimization, search, etc., aiming to evaluate the gap between visual data interpretation and algorithmic problem-solving skills. The dataset is generated automatically from code authored by humans. All our puzzles have exact solutions that can be found from the algorithm without tedious human calculations. It ensures that our dataset can be scaled up arbitrarily in terms of reasoning complexity and dataset size. Our investigation reveals that large language models (LLMs) such as GPT4V and Gemini exhibit limited performance in puzzle-solving tasks. We find that their performance is near random in a multi-choice question-answering setup for a significant number of puzzles. The findings emphasize the challenges of integrating visual, language, and algorithmic knowledge for solving complex reasoning problems.

We introduce KnowledgeMath, a novel benchmark designed to evaluate LLMs' capabilities in applying financial knowledge to solve complex math word problems. Compared to prior works, this study features three core advancements. First, KnowledgeMath includes 1,259 problems with a hybrid of textual and tabular content and require college-level knowledge in the finance domain for effective resolution. Second, we provide expert-annotated, detailed solution references in Python program format, ensuring a high-quality benchmark for LLM assessment. Finally, we evaluate a wide spectrum of 14 LLMs with different prompting strategies like Chain-of-Thoughts and Program-of-Thoughts. The current best-performing system (i.e., GPT-4 with Program-of-Thoughts) achieves only 45.4% accuracy, leaving substantial room for improvement. While knowledge-augmented LLMs can improve the performance (e.g., from 23.9% to 32.0% for GPT-3.5), it is still significantly lower the estimated human expert performance of 94%. We believe that KnowledgeMath can facilitate future research on domain-specific knowledge retrieval and augmentation into the math word problem-solving process. We will release the benchmark and code at https://github.com/yale-nlp/KnowledgeMath.

In recent years, Large language models (LLMs) have garnered significant attention due to their superior performance in complex reasoning tasks. However, recent studies may diminish their reasoning capabilities markedly when problem descriptions contain irrelevant information, even with the use of advanced prompting techniques. To further investigate this issue, a dataset of primary school mathematics problems containing irrelevant information, named GSMIR, was constructed. Testing prominent LLMs and prompting techniques on this dataset revealed that while LLMs can identify irrelevant information, they do not effectively mitigate the interference it causes once identified. A novel automatic construction method, ATF, which enhances the ability of LLMs to identify and self-mitigate the influence of irrelevant information, is proposed to address this shortcoming. This method operates in two steps: first, analysis of irrelevant information, followed by its filtering. The ATF method, as demonstrated by experimental results, significantly improves the reasoning performance of LLMs and prompting techniques, even in the presence of irrelevant information on the GSMIR dataset.

Visual mathematical reasoning, as a fundamental visual reasoning ability, has received widespread attention from the Large Multimodal Models (LMMs) community. Existing benchmarks, such as MathVista and MathVerse, focus more on the result-oriented performance but neglect the underlying principles in knowledge acquisition and generalization. Inspired by human-like mathematical reasoning, we introduce WE-MATH, the first benchmark specifically designed to explore the problem-solving principles beyond end-to-end performance. We meticulously collect and categorize 6.5K visual math problems, spanning 67 hierarchical knowledge concepts and five layers of knowledge granularity. We decompose composite problems into sub-problems according to the required knowledge concepts and introduce a novel four-dimensional metric, namely Insufficient Knowledge (IK), Inadequate Generalization (IG), Complete Mastery (CM), and Rote Memorization (RM), to hierarchically assess inherent issues in LMMs' reasoning process. With WE-MATH, we conduct a thorough evaluation of existing LMMs in visual mathematical reasoning and reveal a negative correlation between solving steps and problem-specific performance. We confirm the IK issue of LMMs can be effectively improved via knowledge augmentation strategies. More notably, the primary challenge of GPT-4o has significantly transitioned from IK to IG, establishing it as the first LMM advancing towards the knowledge generalization stage. In contrast, other LMMs exhibit a marked inclination towards Rote Memorization - they correctly solve composite problems involving multiple knowledge concepts yet fail to answer sub-problems. We anticipate that WE-MATH will open new pathways for advancements in visual mathematical reasoning for LMMs. The WE-MATH data and evaluation code are available at https://github.com/We-Math/We-Math.

Large language models (LLMs) have shown increasing in-context learning capabilities through scaling up model and data size. Despite this progress, LLMs are still unable to solve algorithmic reasoning problems. While providing a rationale with the final answer has led to further improvements in multi-step reasoning problems, Anil et al. 2022 showed that even simple algorithmic reasoning tasks such as parity are far from solved. In this work, we identify and study four key stages for successfully teaching algorithmic reasoning to LLMs: (1) formulating algorithms as skills, (2) teaching multiple skills simultaneously (skill accumulation), (3) teaching how to combine skills (skill composition) and (4) teaching how to use skills as tools. We show that it is possible to teach algorithmic reasoning to LLMs via in-context learning, which we refer to as algorithmic prompting. We evaluate our approach on a variety of arithmetic and quantitative reasoning tasks, and demonstrate significant boosts in performance over existing prompting techniques. In particular, for long parity, addition, multiplication and subtraction, we achieve an error reduction of approximately 10x, 9x, 5x and 2x respectively compared to the best available baselines.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

Recent advances in language models have demonstrated their capability to solve mathematical reasoning problems, achieving near-perfect accuracy on grade-school level math benchmarks like GSM8K. In this paper, we formally study how language models solve these problems. We design a series of controlled experiments to address several fundamental questions: (1) Can language models truly develop reasoning skills, or do they simply memorize templates? (2) What is the model's hidden (mental) reasoning process? (3) Do models solve math questions using skills similar to or different from humans? (4) Do models trained on GSM8K-like datasets develop reasoning skills beyond those necessary for solving GSM8K problems? (5) What mental process causes models to make reasoning mistakes? (6) How large or deep must a model be to effectively solve GSM8K-level math questions? Our study uncovers many hidden mechanisms by which language models solve mathematical questions, providing insights that extend beyond current understandings of LLMs.

Math Word Problems (MWPs) play a vital role in assessing the capabilities of Large Language Models (LLMs), yet current research primarily focuses on questions with concise contexts. The impact of longer contexts on mathematical reasoning remains under-explored. This study pioneers the investigation of Context Length Generalizability (CoLeG), which refers to the ability of LLMs to solve MWPs with extended narratives. We introduce Extended Grade-School Math (E-GSM), a collection of MWPs featuring lengthy narratives, and propose two novel metrics to evaluate the efficacy and resilience of LLMs in tackling these problems. Our analysis of existing zero-shot prompting techniques with proprietary LLMs along with open-source LLMs reveals a general deficiency in CoLeG. To alleviate these issues, we propose tailored approaches for different categories of LLMs. For proprietary LLMs, we introduce a new instructional prompt designed to mitigate the impact of long contexts. For open-source LLMs, we develop a novel auxiliary task for fine-tuning to enhance CoLeG. Our comprehensive results demonstrate the effectiveness of our proposed methods, showing improved performance on E-GSM. Additionally, we conduct an in-depth analysis to differentiate the effects of semantic understanding and reasoning efficacy, showing that our methods improves the latter. We also establish the generalizability of our methods across several other MWP benchmarks. Our findings highlight the limitations of current LLMs and offer practical solutions correspondingly, paving the way for further exploration of model generalizability and training methodologies.

We introduce FrontierMath, a benchmark of hundreds of original, exceptionally challenging mathematics problems crafted and vetted by expert mathematicians. The questions cover most major branches of modern mathematics -- from computationally intensive problems in number theory and real analysis to abstract questions in algebraic geometry and category theory. Solving a typical problem requires multiple hours of effort from a researcher in the relevant branch of mathematics, and for the upper end questions, multiple days. FrontierMath uses new, unpublished problems and automated verification to reliably evaluate models while minimizing risk of data contamination. Current state-of-the-art AI models solve under 2% of problems, revealing a vast gap between AI capabilities and the prowess of the mathematical community. As AI systems advance toward expert-level mathematical abilities, FrontierMath offers a rigorous testbed that quantifies their progress.

Large Language Models (LLMs) prompted to generate chain-of-thought (CoT) exhibit impressive reasoning capabilities. Recent attempts at prompt decomposition toward solving complex, multi-step reasoning problems depend on the ability of the LLM to simultaneously decompose and solve the problem. A significant disadvantage is that foundational LLMs are typically not available for fine-tuning, making adaptation computationally prohibitive. We believe (and demonstrate) that problem decomposition and solution generation are distinct capabilites, better addressed in separate modules, than by one monolithic LLM. We introduce DaSLaM, which uses a decomposition generator to decompose complex problems into subproblems that require fewer reasoning steps. These subproblems are answered by a solver. We use a relatively small (13B parameters) LM as the decomposition generator, which we train using policy gradient optimization to interact with a solver LM (regarded as black-box) and guide it through subproblems, thereby rendering our method solver-agnostic. Evaluation on multiple different reasoning datasets reveal that with our method, a 175 billion parameter LM (text-davinci-003) can produce competitive or even better performance, compared to its orders-of-magnitude larger successor, GPT-4. Additionally, we show that DaSLaM is not limited by the solver's capabilities as a function of scale; e.g., solver LMs with diverse sizes give significant performance improvement with our solver-agnostic decomposition technique. Exhaustive ablation studies evince the superiority of our modular finetuning technique over exorbitantly large decomposer LLMs, based on prompting alone.

Large Language Models (LLMs) have demonstrated promising capabilities in solving mathematical reasoning tasks, leveraging Chain-of-Thought (CoT) data as a vital component in guiding answer generation. Current paradigms typically generate CoT and answers directly for a given problem, diverging from human problem-solving strategies to some extent. Humans often solve problems by recalling analogous cases and leveraging their solutions to reason about the current task. Inspired by this cognitive process, we propose MetaLadder, a novel framework that explicitly prompts LLMs to recall and reflect on meta-problems, those structurally or semantically analogous problems, alongside their CoT solutions before addressing the target problem. Additionally, we introduce a problem-restating mechanism to enhance the model's comprehension of the target problem by regenerating the original question, which further improves reasoning accuracy. Therefore, the model can achieve reasoning transfer from analogical problems, mimicking human-like "learning from examples" and generalization abilities. Extensive experiments on mathematical benchmarks demonstrate that our MetaLadder significantly boosts LLMs' problem-solving accuracy, largely outperforming standard CoT-based methods (10.3\% accuracy gain) and other methods. Our code and data has been released at https://github.com/LHL3341/MetaLadder.

With recent dramatic increases in AI system capabilities, there has been growing interest in utilizing machine learning for reasoning-heavy, quantitative tasks, particularly mathematics. While there are many resources capturing mathematics at the high-school, undergraduate, and graduate level, there are far fewer resources available that align with the level of difficulty and open endedness encountered by professional mathematicians working on open problems. To address this, we introduce a new collection of datasets, the Algebraic Combinatorics Dataset Repository (ACD Repo), representing either foundational results or open problems in algebraic combinatorics, a subfield of mathematics that studies discrete structures arising from abstract algebra. Further differentiating our dataset collection is the fact that it aims at the conjecturing process. Each dataset includes an open-ended research-level question and a large collection of examples (up to 10M in some cases) from which conjectures should be generated. We describe all nine datasets, the different ways machine learning models can be applied to them (e.g., training with narrow models followed by interpretability analysis or program synthesis with LLMs), and discuss some of the challenges involved in designing datasets like these.

Mathematical reasoning---a core ability within human intelligence---presents some unique challenges as a domain: we do not come to understand and solve mathematical problems primarily on the back of experience and evidence, but on the basis of inferring, learning, and exploiting laws, axioms, and symbol manipulation rules. In this paper, we present a new challenge for the evaluation (and eventually the design) of neural architectures and similar system, developing a task suite of mathematics problems involving sequential questions and answers in a free-form textual input/output format. The structured nature of the mathematics domain, covering arithmetic, algebra, probability and calculus, enables the construction of training and test splits designed to clearly illuminate the capabilities and failure-modes of different architectures, as well as evaluate their ability to compose and relate knowledge and learned processes. Having described the data generation process and its potential future expansions, we conduct a comprehensive analysis of models from two broad classes of the most powerful sequence-to-sequence architectures and find notable differences in their ability to resolve mathematical problems and generalize their knowledge.

Designing solutions for complex engineering challenges is crucial in human production activities. However, previous research in the retrieval-augmented generation (RAG) field has not sufficiently addressed tasks related to the design of complex engineering solutions. To fill this gap, we introduce a new benchmark, SolutionBench, to evaluate a system's ability to generate complete and feasible solutions for engineering problems with multiple complex constraints. To further advance the design of complex engineering solutions, we propose a novel system, SolutionRAG, that leverages the tree-based exploration and bi-point thinking mechanism to generate reliable solutions. Extensive experimental results demonstrate that SolutionRAG achieves state-of-the-art (SOTA) performance on the SolutionBench, highlighting its potential to enhance the automation and reliability of complex engineering solution design in real-world applications.

Mathematical reasoning remains challenging for LLMs due to complex logic and the need for precise computation. Existing methods enhance LLM reasoning by synthesizing datasets through problem rephrasing, but face issues with generation quality and problem complexity. To address this, we propose to extract structural information with generated problem-solving code from mathematical reasoning and guide data generation with structured solutions. Applied to MATH and GSM8K, our approach produces 39K problems with labeled intermediate steps and a 6.1K-problem benchmark of higher difficulty. Results on our benchmark show that model performance declines as reasoning length increases. Additionally, we conducted fine-tuning experiments using the proposed training data on a range of LLMs, and the results validate the effectiveness of our dataset. We hope the proposed method and dataset will contribute to future research in enhancing LLM reasoning capabilities. Our code and data are available at https://github.com/OpenCausaLab/StructuralGeneration.

What are the root causes of hallucinations in large language models (LLMs)? We use Communication Complexity to prove that the Transformer layer is incapable of composing functions (e.g., identify a grandparent of a person in a genealogy) if the domains of the functions are large enough; we show through examples that this inability is already empirically present when the domains are quite small. We also point out that several mathematical tasks that are at the core of the so-called compositional tasks thought to be hard for LLMs are unlikely to be solvable by Transformers, for large enough instances and assuming that certain well accepted conjectures in the field of Computational Complexity are true.

The math abilities of large language models can represent their abstract reasoning ability. In this paper, we introduce and open-source our math reasoning LLMs InternLM-Math which is continue pre-trained from InternLM2. We unify chain-of-thought reasoning, reward modeling, formal reasoning, data augmentation, and code interpreter in a unified seq2seq format and supervise our model to be a versatile math reasoner, verifier, prover, and augmenter. These abilities can be used to develop the next math LLMs or self-iteration. InternLM-Math obtains open-sourced state-of-the-art performance under the setting of in-context learning, supervised fine-tuning, and code-assisted reasoning in various informal and formal benchmarks including GSM8K, MATH, Hungary math exam, MathBench-ZH, and MiniF2F. Our pre-trained model achieves 30.3 on the MiniF2F test set without fine-tuning. We further explore how to use LEAN to solve math problems and study its performance under the setting of multi-task learning which shows the possibility of using LEAN as a unified platform for solving and proving in math. Our models, codes, and data are released at https://github.com/InternLM/InternLM-Math.

With the rapid advancement of mathematical reasoning capabilities in Large Language Models (LLMs), AI systems are increasingly being adopted in educational settings to support students' comprehension of problem-solving processes. However, a critical component remains underexplored in current LLM-generated explanations: visual explanation. In real-world instructional contexts, human tutors routinely employ visual aids - such as diagrams, markings, and highlights - to enhance conceptual clarity. To bridge this gap, we introduce a novel task of visual solution explanation, which requires generating explanations that incorporate newly introduced visual elements essential for understanding (e.g., auxiliary lines, annotations, or geometric constructions). To evaluate model performance on this task, we propose MathExplain, a multimodal benchmark consisting of 997 math problems annotated with visual keypoints and corresponding explanatory text that references those elements. Our empirical results show that while some closed-source models demonstrate promising capabilities on visual solution-explaining, current open-source general-purpose models perform inconsistently, particularly in identifying relevant visual components and producing coherent keypoint-based explanations. We expect that visual solution-explaining and the MathExplain dataset will catalyze further research on multimodal LLMs in education and advance their deployment as effective, explanation-oriented AI tutors. Code and data will be released publicly.

In most current research, large language models (LLMs) are able to perform reasoning tasks by generating chains of thought through the guidance of specific prompts. However, there still exists a significant discrepancy between their capability in solving complex reasoning problems and that of humans. At present, most approaches focus on chains of thought (COT) and tool use, without considering the adoption and application of human cognitive frameworks. It is well-known that when confronting complex reasoning challenges, humans typically employ various cognitive abilities, and necessitate interaction with all aspects of tools, knowledge, and the external environment information to accomplish intricate tasks. This paper introduces a novel intelligent framework, referred to as OlaGPT. OlaGPT carefully studied a cognitive architecture framework, and propose to simulate certain aspects of human cognition. The framework involves approximating different cognitive modules, including attention, memory, reasoning, learning, and corresponding scheduling and decision-making mechanisms. Inspired by the active learning mechanism of human beings, it proposes a learning unit to record previous mistakes and expert opinions, and dynamically refer to them to strengthen their ability to solve similar problems. The paper also outlines common effective reasoning frameworks for human problem-solving and designs Chain-of-Thought (COT) templates accordingly. A comprehensive decision-making mechanism is also proposed to maximize model accuracy. The efficacy of OlaGPT has been stringently evaluated on multiple reasoning datasets, and the experimental outcomes reveal that OlaGPT surpasses state-of-the-art benchmarks, demonstrating its superior performance. Our implementation of OlaGPT is available on GitHub: https://github.com/oladata-team/OlaGPT.

Large Language Models (LLMs) have succeeded remarkably in various natural language processing (NLP) tasks, yet their reasoning capabilities remain a fundamental challenge. While LLMs exhibit impressive fluency and factual recall, their ability to perform complex reasoning-spanning logical deduction, mathematical problem-solving, commonsense inference, and multi-step reasoning-often falls short of human expectations. This survey provides a comprehensive review of emerging techniques enhancing reasoning in LLMs. We categorize existing methods into key approaches, including prompting strategies (e.g., Chain-of-Thought reasoning, Self-Consistency, and Tree-of-Thought reasoning), architectural innovations (e.g., retrieval-augmented models, modular reasoning networks, and neuro-symbolic integration), and learning paradigms (e.g., fine-tuning with reasoning-specific datasets, reinforcement learning, and self-supervised reasoning objectives). Additionally, we explore evaluation frameworks used to assess reasoning in LLMs and highlight open challenges, such as hallucinations, robustness, and reasoning generalization across diverse tasks. By synthesizing recent advancements, this survey aims to provide insights into promising directions for future research and practical applications of reasoning-augmented LLMs.

Although demonstrating remarkable performance on reasoning tasks, Large Language Models (LLMs) still tend to fabricate unreliable responses when confronted with problems that are unsolvable or beyond their capability, severely undermining the reliability. Prior studies of LLM reliability have primarily focused on knowledge tasks to identify unanswerable questions, while mathematical reasoning tasks have remained unexplored due to the dearth of unsolvable math problems. To systematically investigate LLM reliability in mathematical reasoning tasks, we formulate the reliability evaluation for both solvable and unsolvable problems. We then develop a ReliableMath dataset which incorporates open-source solvable problems and high-quality unsolvable problems synthesized by our proposed construction workflow with human evaluations. Experiments are conducted on various LLMs with several key findings uncovered. LLMs fail to directly identify unsolvable problems and always generate fabricated responses. When instructing LLMs to indicate unsolvability using a reliable prompt, the reliability of larger-sized LLMs remains on solvable problems, but notably improves on unsolvable problems yet still falls short of solvable problems. However, small LLMs rarely show any progress despite employing reliable prompts. Therefore, we further propose an alignment strategy to enhance small LLMs' reliability, which can significantly improve LLM reliability performances on both in-domain and out-of-domain tasks.

Although large language models demonstrate emergent abilities in solving math word problems, there is a challenging task in complex multi-step mathematical reasoning tasks. To improve model performance on mathematical reasoning tasks, previous work has conducted supervised fine-tuning on open-source models by improving the quality and quantity of data. In this paper, we propose a novel approach, named Brain, to imitate human thought processes to enhance mathematical reasoning abilities, using the Frontal Lobe Model to generate plans, and then employing the Parietal Lobe Model to generate code and execute to obtain answers. First, we achieve SOTA performance in comparison with Code LLaMA 7B based models through this method. Secondly, we find that plans can be explicitly extracted from natural language, code, or formal language. Our code and data are publicly available at https://github.com/cyzhh/Brain.

Large language models (LLMs) now achieve near-human performance on standard math word problem benchmarks (e.g., GSM8K), yet their true reasoning ability remains disputed. A key concern is that models often produce confident, yet unfounded, answers to unanswerable problems. We introduce TreeCut, a synthetic dataset that systematically generates infinite unanswerable math word problems and their answerable counterparts, by representing each question as a tree and removing chosen necessary conditions. Experiments show TreeCut effectively induce hallucinations in large language models, including GPT-4o and o3-mini, with rates of 64% and 44% in their respective worst-case scenarios under zero-shot setting. Further analysis highlights that deeper or more complex trees, composite item names, and removing necessary condition near the middle of a path all increase the likelihood of hallucinations, underscoring the persistent challenges LLMs face in identifying unanswerable math problems. The dataset generation code and sample data are available at https://github.com/j-bagel/treecut-math.

Chain-of-thought prompting has demonstrated remarkable performance on various natural language reasoning tasks. However, it tends to perform poorly on tasks which requires solving problems harder than the exemplars shown in the prompts. To overcome this challenge of easy-to-hard generalization, we propose a novel prompting strategy, least-to-most prompting. The key idea in this strategy is to break down a complex problem into a series of simpler subproblems and then solve them in sequence. Solving each subproblem is facilitated by the answers to previously solved subproblems. Our experimental results on tasks related to symbolic manipulation, compositional generalization, and math reasoning reveal that least-to-most prompting is capable of generalizing to more difficult problems than those seen in the prompts. A notable finding is that when the GPT-3 code-davinci-002 model is used with least-to-most prompting, it can solve the compositional generalization benchmark SCAN in any split (including length split) with an accuracy of at least 99% using just 14 exemplars, compared to only 16% accuracy with chain-of-thought prompting. This is particularly noteworthy because neural-symbolic models in the literature that specialize in solving SCAN are trained on the entire training set containing over 15,000 examples. We have included prompts for all the tasks in the Appendix.

Recent math benchmarks for large language models (LLMs) such as MathArena indicate that state-of-the-art reasoning models achieve impressive performance on mathematical competitions like AIME, with the leading model, o3-mini, achieving scores comparable to top human competitors. However, these benchmarks evaluate models solely based on final numerical answers, neglecting rigorous reasoning and proof generation which are essential for real-world mathematical tasks. To address this, we introduce the first comprehensive evaluation of full-solution reasoning for challenging mathematical problems. Using expert human annotators, we evaluated several state-of-the-art reasoning models on the six problems from the 2025 USAMO within hours of their release. Our results reveal that all tested models struggled significantly, achieving less than 5% on average. Through detailed analysis of reasoning traces, we identify the most common failure modes and find several unwanted artifacts arising from the optimization strategies employed during model training. Overall, our results suggest that current LLMs are inadequate for rigorous mathematical reasoning tasks, highlighting the need for substantial improvements in reasoning and proof generation capabilities.

Solving math word problems depends on how to articulate the problems, the lens through which models view human linguistic expressions. Real-world settings count on such a method even more due to the diverse practices of the same mathematical operations. Earlier works constrain available thinking processes by limited prediction strategies without considering their significance in acquiring mathematical knowledge. We introduce Attention-based THought Expansion Network Architecture (ATHENA) to tackle the challenges of real-world practices by mimicking human thought expansion mechanisms in the form of neural network propagation. A thought expansion recurrently generates the candidates carrying the thoughts of possible math expressions driven from the previous step and yields reasonable thoughts by selecting the valid pathways to the goal. Our experiments show that ATHENA achieves a new state-of-the-art stage toward the ideal model that is compelling in variant questions even when the informativeness in training examples is restricted.

Reasoning models enhance performance by tackling problems in a step-by-step manner, decomposing them into sub-problems and exploring long chains of thought before producing an answer. However, applying extended reasoning to every step introduces substantial redundancy, as sub-problems vary widely in difficulty and complexity: a small number of pivotal steps are genuinely challenging and decisive for the final answer, while many others only involve straightforward revisions or simple computations. Therefore, a natural idea is to endow reasoning models with the ability to adaptively respond to this variation, rather than treating all steps with the same level of elaboration. To this end, we propose MixReasoning, a framework that dynamically adjusts the depth of reasoning within a single response. The resulting chain of thought then becomes a mixture of detailed reasoning on difficult steps and concise inference on simpler ones. Experiments on GSM8K, MATH-500, and AIME show that MixReasoning shortens reasoning length and substantially improves efficiency without compromising accuracy.

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

Large Language Models (LLMs) solely trained on next-token prediction learn to solve a wide range of problems involving mathematical reasoning. But how does this ability evolve during training? We show the first analysis of how mathematical reasoning abilities of several open-weight LLMs develop during pre-training and post-training. To this end, we construct MathCAMPS, a synthetic dataset of novel mathematical reasoning problems grounded in 44 fine-grained skills taken from the Common Core curriculum from K to 8th grades. In one experiment, we show that mathematical skills are learned during pre-training in an order that measurably correlates with the human-designed curriculum, even though training data are randomly ordered. We also show a detailed analysis of which mathematical abilities benefit from instruction tuning, a widely used post-training method and, in contrast, which skills suffer. Our work paves the way for an empirical understanding of LLM training dynamics in relation to reasoning.

The problem of designing NLP solvers for math word problems (MWP) has seen sustained research activity and steady gains in the test accuracy. Since existing solvers achieve high performance on the benchmark datasets for elementary level MWPs containing one-unknown arithmetic word problems, such problems are often considered "solved" with the bulk of research attention moving to more complex MWPs. In this paper, we restrict our attention to English MWPs taught in grades four and lower. We provide strong evidence that the existing MWP solvers rely on shallow heuristics to achieve high performance on the benchmark datasets. To this end, we show that MWP solvers that do not have access to the question asked in the MWP can still solve a large fraction of MWPs. Similarly, models that treat MWPs as bag-of-words can also achieve surprisingly high accuracy. Further, we introduce a challenge dataset, SVAMP, created by applying carefully chosen variations over examples sampled from existing datasets. The best accuracy achieved by state-of-the-art models is substantially lower on SVAMP, thus showing that much remains to be done even for the simplest of the MWPs.

Large Language Models, such as Generative Pre-trained Transformer 3 (aka. GPT-3), have been developed to understand language through the analysis of extensive text data, allowing them to identify patterns and connections between words. While LLMs have demonstrated impressive performance across various text-related tasks, they encounter challenges in tasks associated with reasoning. To address this challenge, Chain of Thought(CoT) prompting method has been proposed as a means to enhance LLMs' proficiency in complex reasoning tasks like solving math word problems and answering questions based on logical argumentative reasoning. The primary aim of this research is to assess how well four language models can grade reflective essays of third-year medical students. The assessment will specifically target the evaluation of critical thinking skills using CoT prompting. The research will provide the following contributions; to introduce and educate on the process of instructing models to evaluate reflective essays from a dataset they have not been previously trained on; to illustrate the use of CoT prompting as an instructional approach for training large models to carry out particular tasks. Our results suggest that among all the models, Llama-7b performs the least effectively, displaying the highest mean squared error. Conversely, ChatGPT emerges as the superior model, boasting a higher Cohen kappa score value of 0.53. Lastly, it's important to note that the selected models do prioritise user privacy by allowing users to delete their own conducted conversations.