Mathematics

Recent advances in large language model (LLM) reasoning through reinforcement learning rely on annotated datasets for verifiable rewards, which may limit models' ability to surpass human-level performance. While self-play offers a promising alternative, prior methods yield only marginal or even negative gains on post-trained models because they generate problems that cluster around familiar concepts rather than discovering novel ones. We introduce Open-Ended Self-Improving Reasoner (OpenSIR), a self-play framework in which a single LLM alternates teacher and student roles to generate and solve novel problems without external verifiers or annotated data. Starting from a single seed problem, OpenSIR sustains open-ended exploration through diversity rewards that push the model toward unfamiliar concepts and difficulty calibration that keeps problems learnable. Across seven math benchmarks, OpenSIR consistently improves all models, averaging +3.6 points on instruction models and +3.1 on reasoning models, while recent self-play baselines yield marginal or even negative gains; starting from a single trivial seed, it also surpasses GRPO baselines trained on over 7K annotated examples. Despite training only on self-generated math, OpenSIR is the only self-play method that transfers to general reasoning, improving by at least +4.4 points on reasoning models.

Large Language Models (LLMs) excel at both informal and formal (e.g. Lean 4) mathematical reasoning but still struggle with autoformalisation, the task of transforming informal into formal mathematical statements. Yet, the performance of current Math LLMs is constrained by the scarcity of large-scale corpora, particularly those containing pairs of informal and formal statements. Interestingly, the formal languages used in autoformalisation share structural similarities with programming languages, and code data is available at scale. However, current models trained on code do not transfer effectively to formal math, due to structural and syntactic differences between them. To address this, we propose TopoAlign, a framework that unlocks widely available code repositories as training resources for Math LLMs. TopoAlign decomposes code into docstrings, main functions, and dependency functions, and reassembles these components into analogues that structurally mirror formal statements. We train three state-of-the-art models, DeepSeek-Math, Qwen-3 and Herald, and evaluate them on the MiniF2F, Putnam, and ProofNet benchmarks. TopoAlign provides substantial gains for DeepSeek-Math, improving performance by 17.77% on BEq@10 and 68.82% on typecheck@10, and also measurably improves Herald by 0.12% on BEq@10 and 1.09% on typecheck@10 despite introducing no new mathematical knowledge.

Generative artificial intelligence (GenAI) tools such as OpenAI's ChatGPT are transforming the educational landscape, prompting reconsideration of traditional assessment practices. In parallel, universities are exploring alternatives to in-person, closed-book examinations, raising concerns about academic integrity and pedagogical alignment in uninvigilated settings. This study systematically investigates the performance of GenAI on typical mathematics questions from across a first-year mathematics curriculum. Adopting an empirical approach and utilising current examination questions as a proxy for course content, we generate, transcribe, and blind-mark GenAI submissions to eight undergraduate mathematics assessments, spanning the entirety of the first-year curriculum. By combining independent GenAI responses to individual questions, we enable a meaningful evaluation of GenAI performance, both at the level of modules and across the first-year curriculum. We find that GenAI attainment is at the level of a first-class degree, though current performance can vary between modules. Further, we find that GenAI performance is remarkably consistent when viewed across the entire curriculum, significantly more so than that of students in invigilated examinations. Our findings evidence the pressing need for redesigning assessments in mathematics in the era of generative artificial intelligence.

Recent advances in multimodal large language models (MLLMs) have shown impressive reasoning capabilities. However, further enhancing existing MLLMs necessitates high-quality vision-language datasets with carefully curated task complexities, which are both costly and challenging to scale. Although recent self-improving models that iteratively refine themselves offer a feasible solution, they still suffer from two core challenges: (i) most existing methods augment visual or textual data separately, resulting in discrepancies in data complexity (e.g., over-simplified diagrams paired with redundant textual descriptions); and (ii) the evolution of data and models is also separated, leading to scenarios where models are exposed to tasks with mismatched difficulty levels. To address these issues, we propose C2-Evo, an automatic, closed-loop self-improving framework that jointly evolves both training data and model capabilities. Specifically, given a base dataset and a base model, C2-Evo enhances them by a cross-modal data evolution loop and a data-model evolution loop. The former loop expands the base dataset by generating complex multimodal problems that combine structured textual sub-problems with iteratively specified geometric diagrams, while the latter loop adaptively selects the generated problems based on the performance of the base model, to conduct supervised fine-tuning and reinforcement learning alternately. Consequently, our method continuously refines its model and training data, and consistently obtains considerable performance gains across multiple mathematical reasoning benchmarks. Our code, models, and datasets will be released.

Recent progress in large-scale reinforcement learning (RL) has notably enhanced the reasoning capabilities of large language models (LLMs), especially in mathematical domains. However, current multimodal LLMs (MLLMs) for mathematical reasoning often rely on one-to-one image-text pairs and single-solution supervision, overlooking the diversity of valid reasoning perspectives and internal reflections. In this work, we introduce MathV-DP, a novel dataset that captures multiple diverse solution trajectories for each image-question pair, fostering richer reasoning supervision. We further propose Qwen-VL-DP, a model built upon Qwen-VL, fine-tuned with supervised learning and enhanced via group relative policy optimization (GRPO), a rule-based RL approach that integrates correctness discrimination and diversity-aware reward functions. Our method emphasizes learning from varied reasoning perspectives and distinguishing between correct yet distinct solutions. Extensive experiments on the MathVista's minitest and Math-V benchmarks demonstrate that Qwen-VL-DP significantly outperforms prior base MLLMs in both accuracy and generative diversity, highlighting the importance of incorporating diverse perspectives and reflective reasoning in multimodal mathematical reasoning.

Large language models have demonstrated remarkable progress in mathematical reasoning, leveraging chain-of-thought and reinforcement learning. However, many open questions remain regarding the interplay between reasoning token usage and accuracy gains. In particular, when comparing models across generations, it is unclear whether improved performance results from longer reasoning chains or more efficient reasoning. We systematically analyze reasoning chain length across o1-mini and o3-mini variants on the Omni-MATH benchmark, finding that o3-mini (m) achieves superior accuracy without requiring longer reasoning chains than o1-mini. Moreover, we show that accuracy generally declines as reasoning chains grow across all models and compute settings, even when controlling for difficulty of the questions. This accuracy drop is significantly smaller in more proficient models, suggesting that new generations of reasoning models use test-time compute more effectively. Finally, we highlight that while o3-mini (h) achieves a marginal accuracy gain over o3-mini (m), it does so by allocating substantially more reasoning tokens across all problems, even the ones that o3-mini (m) can already solve. These findings provide new insights into the relationship between model capability and reasoning length, with implications for efficiency, scaling, and evaluation methodologies.

Recent studies have raised significant concerns regarding the reliability of current mathematics benchmarks, highlighting issues such as simplistic design and potential data contamination. Consequently, developing a reliable benchmark that effectively evaluates large language models' (LLMs) genuine capabilities in mathematical reasoning remains a critical challenge. To address these concerns, we propose RV-Bench, a novel evaluation methodology for Benchmarking LLMs with Random Variables in mathematical reasoning. Specifically, we build question-generating functions to produce random variable questions (RVQs), whose background content mirrors original benchmark problems, but with randomized variable combinations, rendering them "unseen" to LLMs. Models must completely understand the inherent question pattern to correctly answer RVQs with diverse variable combinations. Thus, an LLM's genuine reasoning capability is reflected through its accuracy and robustness on RV-Bench. We conducted extensive experiments on over 30 representative LLMs across more than 1,000 RVQs. Our findings propose that LLMs exhibit a proficiency imbalance between encountered and ``unseen'' data distributions. Furthermore, RV-Bench reveals that proficiency generalization across similar mathematical reasoning tasks is limited, but we verified it can still be effectively elicited through test-time scaling.

We present four new mathematical methods, two exact and two approximate, along with open-source software, to compute the cdf, pdf and inverse cdf of the generalized chi-square distribution. Some methods are geared for speed, while others are designed to be accurate far into the tails, using which we can also measure large values of the discriminability index $d'$ between multivariate normal distributions. We compare the accuracy and speed of these and previous methods, characterize their advantages and limitations, and identify the best methods to use in different cases.

The capabilities of generative AI in mathematics education are rapidly evolving, posing significant challenges for research to keep pace. Research syntheses remain scarce and risk being outdated by the time of publication. We present a Living Meta-Analysis (LIMA) on the effects of generative AI-based interventions for learning mathematics. We update the literature base every two months and apply a cumulative Bayesian multilevel meta-regression model. This paper reports results from the fifth version, including 34 studies, 7 of which were newly included since the fourth version. Results indicate an increasingly positive effect (g = 0.57, CrI [0.36, 0.79]) and no evidence in favor of a publication bias. Moderator analyses indicate that effects vary by integration mode and intervention duration: Larger effects were observed when generative AI supplemented teacher instruction and in longer interventions. Moderate evidence for stronger effects was observed in studies involving younger learners and more recent technology. For other moderators, evidence is still inconclusive.