What Makes a Good Curriculum? Disentangling the Effects of Data Ordering on LLM Mathematical Reasoning
This work addresses the problem of optimizing training data ordering for AI researchers and practitioners, offering actionable insights but is incremental as it builds on existing curriculum learning methods.
The study investigated how different data ordering strategies affect large language models' mathematical reasoning, finding that no single curriculum approach works universally and that effectiveness depends on model capability and task complexity, with some metrics showing up to 15% improvement in specific cases.
Curriculum learning (CL) - ordering training data from easy to hard - has become a popular strategy for improving reasoning in large language models (LLMs). Yet prior work employs disparate difficulty metrics and training setups, leaving open fundamental questions: When does curriculum help? Which direction - forward or reverse - is better? And does the answer depend on what we measure? We address these questions through a unified offline evaluation framework that decomposes curriculum difficulty into five complementary dimensions: Problem Difficulty, Model Surprisal, Confidence Margin, Predictive Uncertainty, and Decision Variability. Through controlled post-training experiments on mathematical reasoning benchmarks with Llama3.1-8B, Mistral-7B, and Gemma3-4B, we find that (i) no curriculum strategy dominates universally - the relative effectiveness of forward versus reverse CL depends jointly on model capability and task complexity; (ii) even within a single metric, samples at different difficulty levels produce distinct gains depending on task demands; and (iii) task-aligned curricula focus on shaping the model's final representations and generalization, whereas inner-state curricula modulate internal states such as confidence and uncertainty. Our findings challenge the notion of a universal curriculum strategy and offer actionable guidance across model and task regimes, with some metrics indicating that prioritizing decision-uncertain samples can further enhance learning outcomes.