Unlocking the Unsolvable: Teacher-Guided Curriculum for Data-Efficient RLVR
Read the original on arXiv Computation and Language →The Flow has not summarised this story yet — read it at arXiv Computation and Language.
The Flow has not summarised this story yet — read it at arXiv Computation and Language.
arXiv:2509. 25004v2 Announce Type: replace Abstract: Online reinforcement learning with verifiable rewards (RLVR) has become an effective paradigm for improving the reasoning abilities of large language models, but most methods still optimize reasoning trajectories over the static problem set, wasting rollout budget on solved or overly difficult problems.
arXiv:2601. 18778v3 Announce Type: replace Abstract: RL methods for scaling large reasoning models stall on datasets with low initial success rates, and thus little training signal.
The paper reports that in on‑policy distillation for large language models, reasoning performance can be improved by supervising only a tiny fraction of generated tokens—sometimes just one or two tokens per reasoning trajectory, about 0.05% of all tokens. This sparse supervision consistently matches or exceeds full‑token training across nine teacher‑student setups on mathematical reasoning, and is also validated on coding reasoning, Llama models, and PPO‑based reinforcement learning with verifiable reward. The findings suggest that effective post‑training does not require token‑intensive supervision and may align more closely with natural learning processes that focus on critical reasoning steps.
Recent advances in large language models (LLMs) have demonstrated that reinforcement fine-tuning of pretrained base models can lead to significant gains in reasoning performance at inference time. In this work, we theoretically analyze why reinforcement fine-tuning induces better reasoning ability than purely supervised fine-tuning (SFT) methods.
arXiv:2608. 01522v1 Announce Type: new Abstract: Teaching a language model a skill it has not mastered is obstructed by three recurring difficulties: training data is scarce, ground-truth reasoning traces are usually unavailable, and models often exhibit an apparent ceiling beyond which additional data yields no further improvement.
arXiv:2609.33149v2 Announce Type: replace Abstract: A common principle of effective learning is to practice material that is neither already mastered nor too difficult to permit progress. We ask how...