Zhijian Xu

Xumeng Wen, Zihan Liu, Shun Zheng et al.

Recent advancements in long chain-of-thought (CoT) reasoning, particularly through the Group Relative Policy Optimization algorithm used by DeepSeek-R1, have led to significant interest in the potential of Reinforcement Learning with Verifiable Rewards (RLVR) for Large Language Models (LLMs). While RLVR promises to improve reasoning by allowing models to learn from free exploration, there remains debate over whether it truly enhances reasoning abilities or simply boosts sampling efficiency. This paper systematically investigates the impact of RLVR on LLM reasoning. We revisit Pass@K experiments and demonstrate that RLVR can extend the reasoning boundary for both mathematical and coding tasks. This is supported by our introduction of a novel evaluation metric, CoT-Pass@K, which captures reasoning success by accounting for both the final answer and intermediate reasoning steps. Furthermore, we present a theoretical framework explaining RLVR's incentive mechanism, demonstrating how it can encourage correct reasoning even when rewards are based solely on answer correctness. Our analysis of RLVR's training dynamics reveals that it incentivizes correct reasoning early in the process, with substantial improvements in reasoning quality confirmed through extensive evaluations. These findings provide strong evidence of RLVR's potential to enhance LLM reasoning, offering valuable insights into its mechanisms and performance improvements.

Xiangyu Wen, Junhua Huang, Zeju Li et al.

The prevailing approach to distilling reasoning from Large Language Models (LLMs)-behavioral cloning from textual rationales-is fundamentally limited. It teaches Small Language Models (SLMs) to mimic surface-level patterns rather than the underlying algorithmic structure of thought, resulting in a critical lack of logical robustness. We argue that instead of cloning text, distillation should transfer this algorithmic structure directly. We introduce Reasoning Scaffolding}, a framework that reframes reasoning as a structured generation process. Our method first abstracts the teacher's thought process into a sequence of discrete, interpretable semantic signals (e.g., Contrast, Addition) that act as a scaffold. The student model is then trained via a multi-task objective to both (1)predict the next semantic signal, anticipating the reasoning flow, and (2)generate the corresponding step, conditioned on that signal. This multi-task scheme acts as a powerful regularizer, compelling the student to internalize the computational patterns of coherent reasoning. On a suite of challenging reasoning benchmarks, our method significantly outperforms state-of-the-art distillation in both accuracy and logical consistency, providing a path towards creating smaller models that are genuine reasoners, not just fluent mimics.