Daily Papers

We propose a novel, object-agnostic method for learning a universal policy for dexterous object grasping from realistic point cloud observations and proprioceptive information under a table-top setting, namely UniDexGrasp++. To address the challenge of learning the vision-based policy across thousands of object instances, we propose Geometry-aware Curriculum Learning (GeoCurriculum) and Geometry-aware iterative Generalist-Specialist Learning (GiGSL) which leverage the geometry feature of the task and significantly improve the generalizability. With our proposed techniques, our final policy shows universal dexterous grasping on thousands of object instances with 85.4% and 78.2% success rate on the train set and test set which outperforms the state-of-the-art baseline UniDexGrasp by 11.7% and 11.3%, respectively.

Multimodal large language models (MLLMs) have made rapid progress in recent years, yet continue to struggle with low-level visual perception (LLVP) -- particularly the ability to accurately describe the geometric details of an image. This capability is crucial for applications in areas such as robotics, medical image analysis, and manufacturing. In this paper, we first introduce Geoperception, a benchmark designed to evaluate an MLLM's ability to accurately transcribe 2D geometric information from an image. Using this benchmark, we demonstrate the limitations of leading MLLMs, and then conduct a comprehensive empirical study to explore strategies for improving their performance on geometric tasks. Our findings highlight the benefits of certain model architectures, training techniques, and data strategies, including the use of high-fidelity synthetic data and multi-stage training with a data curriculum. Notably, we find that a data curriculum enables models to learn challenging geometry understanding tasks which they fail to learn from scratch. Leveraging these insights, we develop Euclid, a family of models specifically optimized for strong low-level geometric perception. Although purely trained on synthetic multimodal data, Euclid shows strong generalization ability to novel geometry shapes. For instance, Euclid outperforms the best closed-source model, Gemini-1.5-Pro, by up to 58.56% on certain Geoperception benchmark tasks and 10.65% on average across all tasks.

This paper presents GPSM4K, a comprehensive geometry multimodal dataset tailored to augment the problem-solving capabilities of Large Vision Language Models (LVLMs). GPSM4K encompasses 2157 multimodal question-answer pairs manually extracted from mathematics textbooks spanning grades 7-12 and is further augmented to 5340 problems, consisting of both numerical and theorem-proving questions. In contrast to PGPS9k, Geometry3K, and Geo170K which feature only objective-type questions, GPSM4K offers detailed step-by-step solutions in a consistent format, facilitating a comprehensive evaluation of problem-solving approaches. This dataset serves as an excellent benchmark for assessing the geometric reasoning capabilities of LVLMs. Evaluation of our test set shows that there is scope for improvement needed in open-source language models in geometry problem-solving. Finetuning on our training set increases the geometry problem-solving capabilities of models. Further, We also evaluate the effectiveness of techniques such as image captioning and Retrieval Augmentation generation (RAG) on model performance. We leveraged LLM to automate the task of final answer evaluation by providing ground truth and predicted solutions. This research will help to assess and improve the geometric reasoning capabilities of LVLMs.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

Large language models (LLMs) have shown remarkable proficiency in human-level reasoning and generation capabilities, which encourages extensive research on their application in mathematical problem solving. However, current work has been largely focused on text-based mathematical problems, with limited investigation in problems involving geometric information. Addressing this gap, we aim to enable LLMs to solve geometric problems by understanding image input. We first analyze the limitations of current Multimodal Large Language Models (MLLMs) in this area: they struggle to accurately comprehending basic geometric elements and their relationships. To overcome these challenges, we take advantage of the unique characteristics of geometric problems (such as unique geometric logical form, and geometric scalability) and the capacity of the textual LLMs to build an enriched multimodal geometry dataset based on existing data. The augmented dataset, Geo170K, contains more than 170K geometric image-caption and question-answer pairs. Utilizing our constructed Geo170K dataset, we develop G-LLaVA, which demonstrates exceptional performance in solving geometric problems, significantly outperforming GPT-4-V on the MathVista benchmark with only 7B parameters.

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.

Geometry is a fundamental branch of mathematics and plays a crucial role in evaluating the reasoning capabilities of multimodal large language models (MLLMs). However, existing multimodal mathematics benchmarks mainly focus on plane geometry and largely ignore solid geometry, which requires spatial reasoning and is more challenging than plane geometry. To address this critical gap, we introduce SolidGeo, the first large-scale benchmark specifically designed to evaluate the performance of MLLMs on mathematical reasoning tasks in solid geometry. SolidGeo consists of 3,113 real-world K-12 and competition-level problems, each paired with visual context and annotated with difficulty levels and fine-grained solid geometry categories. Our benchmark covers a wide range of 3D reasoning subjects such as projection, unfolding, spatial measurement, and spatial vector, offering a rigorous testbed for assessing solid geometry. Through extensive experiments, we observe that MLLMs encounter substantial challenges in solid geometry math tasks, with a considerable performance gap relative to human capabilities on SolidGeo. Moreover, we analyze the performance, inference efficiency and error patterns of various models, offering insights into the solid geometric mathematical reasoning capabilities of MLLMs. We hope SolidGeo serves as a catalyst for advancing MLLMs toward deeper geometric reasoning and spatial intelligence.

We propose GeoUni, the first unified geometry expert model capable of generating problem solutions and diagrams within a single framework in a way that enables the creation of unique and individualized geometry problems. Traditionally, solving geometry problems and generating diagrams have been treated as separate tasks in machine learning, with no models successfully integrating both to support problem creation. However, we believe that mastery in geometry requires frictionless integration of all of these skills, from solving problems to visualizing geometric relationships, and finally, crafting tailored problems. Our extensive experiments demonstrate that GeoUni, with only 1.5B parameters, achieves performance comparable to larger models such as DeepSeek-R1 with 671B parameters in geometric reasoning tasks. GeoUni also excels in generating precise geometric diagrams, surpassing both text-to-image models and unified models, including the GPT-4o image generation. Most importantly, GeoUni is the only model capable of successfully generating textual problems with matching diagrams based on specific knowledge points, thus offering a wider range of capabilities that extend beyond current models.

Despite their proficiency in general tasks, Multi-modal Large Language Models (MLLMs) struggle with automatic Geometry Problem Solving (GPS), which demands understanding diagrams, interpreting symbols, and performing complex reasoning. This limitation arises from their pre-training on natural images and texts, along with the lack of automated verification in the problem-solving process. Besides, current geometric specialists are limited by their task-specific designs, making them less effective for broader geometric problems. To this end, we present GeoX, a multi-modal large model focusing on geometric understanding and reasoning tasks. Given the significant differences between geometric diagram-symbol and natural image-text, we introduce unimodal pre-training to develop a diagram encoder and symbol decoder, enhancing the understanding of geometric images and corpora. Furthermore, we introduce geometry-language alignment, an effective pre-training paradigm that bridges the modality gap between unimodal geometric experts. We propose a Generator-And-Sampler Transformer (GS-Former) to generate discriminative queries and eliminate uninformative representations from unevenly distributed geometric signals. Finally, GeoX benefits from visual instruction tuning, empowering it to take geometric images and questions as input and generate verifiable solutions. Experiments show that GeoX outperforms both generalists and geometric specialists on publicly recognized benchmarks, such as GeoQA, UniGeo, Geometry3K, and PGPS9k.

Large language models have shown impressive results for multi-hop mathematical reasoning when the input question is only textual. Many mathematical reasoning problems, however, contain both text and image. With the ever-increasing adoption of vision language models (VLMs), understanding their reasoning abilities for such problems is crucial. In this paper, we evaluate the reasoning capabilities of VLMs along various axes through the lens of geometry problems. We procedurally create a synthetic dataset of geometry questions with controllable difficulty levels along multiple axes, thus enabling a systematic evaluation. The empirical results obtained using our benchmark for state-of-the-art VLMs indicate that these models are not as capable in subjects like geometry (and, by generalization, other topics requiring similar reasoning) as suggested by previous benchmarks. This is made especially clear by the construction of our benchmark at various depth levels, since solving higher-depth problems requires long chains of reasoning rather than additional memorized knowledge. We release the dataset for further research in this area.

Geometric ability is a significant challenge for large language models (LLMs) due to the need for advanced spatial comprehension and abstract thinking. Existing datasets primarily evaluate LLMs on their final answers, but they cannot truly measure their true understanding of geometric structures, as LLMs can arrive at correct answers by coincidence. To fill this gap, we introduce the GeomRel dataset, designed to evaluate LLMs' understanding of geometric structures by isolating the core step of geometric relationship identification in problem-solving. Using this benchmark, we conduct thorough evaluations of diverse LLMs and identify key limitations in understanding geometric structures. We further propose the Geometry Chain-of-Thought (GeoCoT) method, which enhances LLMs' ability to identify geometric relationships, resulting in significant performance improvements.

Automatic math problem solving has recently attracted increasing attention as a long-standing AI benchmark. In this paper, we focus on solving geometric problems, which requires a comprehensive understanding of textual descriptions, visual diagrams, and theorem knowledge. However, the existing methods were highly dependent on handcraft rules and were merely evaluated on small-scale datasets. Therefore, we propose a Geometric Question Answering dataset GeoQA, containing 4,998 geometric problems with corresponding annotated programs, which illustrate the solving process of the given problems. Compared with another publicly available dataset GeoS, GeoQA is 25 times larger, in which the program annotations can provide a practical testbed for future research on explicit and explainable numerical reasoning. Moreover, we introduce a Neural Geometric Solver (NGS) to address geometric problems by comprehensively parsing multimodal information and generating interpretable programs. We further add multiple self-supervised auxiliary tasks on NGS to enhance cross-modal semantic representation. Extensive experiments on GeoQA validate the effectiveness of our proposed NGS and auxiliary tasks. However, the results are still significantly lower than human performance, which leaves large room for future research. Our benchmark and code are released at https://github.com/chen-judge/GeoQA .

Recent advances in large language models (LLMs) have demonstrated remarkable capabilities across diverse domains, particularly in mathematical reasoning, amid which geometry problem solving remains a challenging area where auxiliary construction plays a enssential role. Existing approaches either achieve suboptimal performance or rely on massive LLMs (e.g., GPT-4o), incurring massive computational costs. We posit that reinforcement learning with verifiable reward (e.g., GRPO) offers a promising direction for training smaller models that effectively combine auxiliary construction with robust geometric reasoning. However, directly applying GRPO to geometric reasoning presents fundamental limitations due to its dependence on unconditional rewards, which leads to indiscriminate and counterproductive auxiliary constructions. To address these challenges, we propose Group Contrastive Policy Optimization (GCPO), a novel reinforcement learning framework featuring two key innovations: (1) Group Contrastive Masking, which adaptively provides positive or negative reward signals for auxiliary construction based on contextual utility, and a (2) length reward that promotes longer reasoning chains. Building on GCPO, we develop GeometryZero, a family of affordable-size geometric reasoning models that judiciously determine when to employ auxiliary construction. Our extensive empirical evaluation across popular geometric benchmarks (Geometry3K, MathVista) demonstrates that GeometryZero models consistently outperform baselines (e.g. GRPO), achieving an average improvement of 4.29% across all benchmarks.

Geometry problem-solving (GPS), a challenging task requiring both visual comprehension and symbolic reasoning, effectively measures the reasoning capabilities of multimodal large language models (MLLMs). Humans exhibit strong reasoning ability in this task through accurate identification and adaptive application of geometric principles within visual contexts. However, existing benchmarks fail to jointly assess both dimensions of the human-like geometric reasoning mechanism in MLLMs, remaining a critical gap in assessing their ability to tackle GPS. To this end, we introduce GeoSense, the first comprehensive bilingual benchmark designed to systematically evaluate the geometric reasoning abilities of MLLMs through the lens of geometric principles. GeoSense features a five-level hierarchical framework of geometric principles spanning plane and solid geometry, an intricately annotated dataset of 1,789 problems, and an innovative evaluation strategy. Through extensive experiments on GeoSense with various open-source and closed-source MLLMs, we observe that Gemini-2.0-pro-flash performs best, achieving an overall score of 65.3. Our in-depth analysis reveals that the identification and application of geometric principles remain a bottleneck for leading MLLMs, jointly hindering their reasoning abilities. These findings underscore GeoSense's potential to guide future advancements in MLLMs' geometric reasoning capabilities, paving the way for more robust and human-like reasoning in artificial intelligence.

AI-driven geometric problem solving is a complex vision-language task that requires accurate diagram interpretation, mathematical reasoning, and robust cross-modal grounding. A foundational yet underexplored capability for this task is the ability to identify and interpret geometric elements based on natural language queries. To address this, we introduce the task of Referring Expression Comprehension (REC) for geometric problems, which evaluates whether models can localize points, shapes, and spatial relations in diagrams in response to textual prompts. We present GeoRef, a benchmark dataset constructed from existing geometric problem corpora, featuring diverse, high-quality annotations and queries. Due to the lack of annotated data for this task, we generate a large-scale synthetic training dataset using a structured geometric formal language, enabling broad coverage of geometric concepts and facilitating model adaptation. We explore two fine-tuning approaches: Supervised Fine-Tuning (SFT) and Group Relative Policy Optimization (GRPO). Our results show that GRPO significantly outperforms SFT by better aligning model behavior with task-specific rewards. Furthermore, we propose a verify-and-regenerate mechanism that detects incorrect predictions and re-infers answers using contextual reasoning history, further boosting accuracy. Notably, even state-of-the-art Multimodal Large Language Models (MLLMs) struggle with this task, underscoring the necessity of explicitly evaluating and strengthening geometric grounding as a prerequisite for robust geometric problem solving. Moreover, models trained on GeoRef demonstrate measurable improvements on downstream geometric reasoning tasks, highlighting the broader value of REC as a foundation for multimodal mathematical understanding.

Vision-language models (VLM) excel at general understanding yet remain weak at dynamic spatial reasoning (DSR), i.e., reasoning about the evolvement of object geometry and relationship in 3D space over time, largely due to the scarcity of scalable 4D-aware training resources. To bridge this gap across aspects of dataset, benchmark and model, we introduce DSR Suite. First, we propose an automated pipeline that generates multiple-choice question-answer pairs from in-the-wild videos for DSR. By leveraging modern vision foundation models, the pipeline extracts rich geometric and motion information, including camera poses, local point clouds, object masks, orientations, and 3D trajectories. These geometric cues enable the construction of DSR-Train for learning and further human-refined DSR-Bench for evaluation. Compared with previous works, our data emphasize (i) in-the-wild video sources, (ii) object- and scene-level 3D requirements, (iii) viewpoint transformations, (iv) multi-object interactions, and (v) fine-grained, procedural answers. Beyond data, we propose a lightweight Geometry Selection Module (GSM) to seamlessly integrate geometric priors into VLMs, which condenses question semantics and extracts question-relevant knowledge from pretrained 4D reconstruction priors into a compact set of geometry tokens. This targeted extraction avoids overwhelming the model with irrelevant knowledge. Experiments show that integrating DSR-Train and GSM into Qwen2.5-VL-7B significantly enhances its dynamic spatial reasoning capability, while maintaining accuracy on general video understanding benchmarks.

In this paper we show that visual diffusion models can serve as effective geometric solvers: they can directly reason about geometric problems by working in pixel space. We first demonstrate this on the Inscribed Square Problem, a long-standing problem in geometry that asks whether every Jordan curve contains four points forming a square. We then extend the approach to two other well-known hard geometric problems: the Steiner Tree Problem and the Simple Polygon Problem. Our method treats each problem instance as an image and trains a standard visual diffusion model that transforms Gaussian noise into an image representing a valid approximate solution that closely matches the exact one. The model learns to transform noisy geometric structures into correct configurations, effectively recasting geometric reasoning as image generation. Unlike prior work that necessitates specialized architectures and domain-specific adaptations when applying diffusion to parametric geometric representations, we employ a standard visual diffusion model that operates on the visual representation of the problem. This simplicity highlights a surprising bridge between generative modeling and geometric problem solving. Beyond the specific problems studied here, our results point toward a broader paradigm: operating in image space provides a general and practical framework for approximating notoriously hard problems, and opens the door to tackling a far wider class of challenging geometric tasks.

Reinforcement Learning (RL) algorithms are often known for sample inefficiency and difficult generalization. Recently, Unsupervised Environment Design (UED) emerged as a new paradigm for zero-shot generalization by simultaneously learning a task distribution and agent policies on the generated tasks. This is a non-stationary process where the task distribution evolves along with agent policies; creating an instability over time. While past works demonstrated the potential of such approaches, sampling effectively from the task space remains an open challenge, bottlenecking these approaches. To this end, we introduce CLUTR: a novel unsupervised curriculum learning algorithm that decouples task representation and curriculum learning into a two-stage optimization. It first trains a recurrent variational autoencoder on randomly generated tasks to learn a latent task manifold. Next, a teacher agent creates a curriculum by maximizing a minimax REGRET-based objective on a set of latent tasks sampled from this manifold. Using the fixed-pretrained task manifold, we show that CLUTR successfully overcomes the non-stationarity problem and improves stability. Our experimental results show CLUTR outperforms PAIRED, a principled and popular UED method, in the challenging CarRacing and navigation environments: achieving 10.6X and 45\% improvement in zero-shot generalization, respectively. CLUTR also performs comparably to the non-UED state-of-the-art for CarRacing, while requiring 500X fewer environment interactions.

Mathematical geometric reasoning is essential for scientific discovery and educational development, requiring precise logic and rigorous formal verification. While recent advances in Multimodal Large Language Models (MLLMs) have improved reasoning tasks, existing models typically struggle with formal geometric reasoning, particularly when dynamically constructing and verifying auxiliary geometric elements. To address these challenges, we introduce Geoint-R1, a multimodal reasoning framework designed to generate formally verifiable geometric solutions from textual descriptions and visual diagrams. Geoint-R1 uniquely integrates auxiliary elements construction, formal reasoning represented via Lean4, and interactive visualization. To systematically evaluate and advance formal geometric reasoning, we propose the Geoint benchmark, comprising 1,885 rigorously annotated geometry problems across diverse topics such as plane, spatial, and solid geometry. Each problem includes structured textual annotations, precise Lean4 code for auxiliary constructions, and detailed solution steps verified by experts. Extensive experiments demonstrate that Geoint-R1 significantly surpasses existing multimodal and math-specific reasoning models, particularly on challenging problems requiring explicit auxiliary element constructions.

Geometry problem solving has attracted much attention in the NLP community recently. The task is challenging as it requires abstract problem understanding and symbolic reasoning with axiomatic knowledge. However, current datasets are either small in scale or not publicly available. Thus, we construct a new large-scale benchmark, Geometry3K, consisting of 3,002 geometry problems with dense annotation in formal language. We further propose a novel geometry solving approach with formal language and symbolic reasoning, called Interpretable Geometry Problem Solver (Inter-GPS). Inter-GPS first parses the problem text and diagram into formal language automatically via rule-based text parsing and neural object detecting, respectively. Unlike implicit learning in existing methods, Inter-GPS incorporates theorem knowledge as conditional rules and performs symbolic reasoning step by step. Also, a theorem predictor is designed to infer the theorem application sequence fed to the symbolic solver for the more efficient and reasonable searching path. Extensive experiments on the Geometry3K and GEOS datasets demonstrate that Inter-GPS achieves significant improvements over existing methods. The project with code and data is available at https://lupantech.github.io/inter-gps.

Current multimodal large language models (MLLMs) often underperform on mathematical problem-solving tasks that require fine-grained visual understanding. The limitation is largely attributable to inadequate perception of geometric primitives during image-level contrastive pre-training (e.g., CLIP). While recent efforts to improve math MLLMs have focused on scaling up mathematical visual instruction datasets and employing stronger LLM backbones, they often overlook persistent errors in visual recognition. In this paper, we systematically evaluate the visual grounding capabilities of state-of-the-art MLLMs and reveal a significant negative correlation between visual grounding accuracy and problem-solving performance, underscoring the critical role of fine-grained visual understanding. Notably, advanced models like GPT-4o exhibit a 70% error rate when identifying geometric entities, highlighting that this remains a key bottleneck in visual mathematical reasoning. To address this, we propose a novel approach, SVE-Math (Selective Vision-Enhanced Mathematical MLLM), featuring a geometric-grounded vision encoder and a feature router that dynamically adjusts the contribution of hierarchical visual feature maps. Our model recognizes accurate visual primitives and generates precise visual prompts tailored to the language model's reasoning needs. In experiments, SVE-Math-Qwen2.5-7B outperforms other 7B models by 15% on MathVerse and is compatible with GPT-4V on MathVista. Despite being trained on smaller datasets, SVE-Math-7B achieves competitive performance on GeoQA, rivaling models trained on significantly larger datasets. Our findings emphasize the importance of incorporating fine-grained visual understanding into MLLMs and provide a promising direction for future research.

Large language model (LLM) agents exhibit strong mathematical problem-solving abilities and can even solve International Mathematical Olympiad (IMO) level problems with the assistance of formal proof systems. However, due to weak heuristics for auxiliary constructions, AI for geometry problem solving remains dominated by expert models such as AlphaGeometry 2, which rely heavily on large-scale data synthesis and search for both training and evaluation. In this work, we make the first attempt to build a medalist-level LLM agent for geometry and present InternGeometry. InternGeometry overcomes the heuristic limitations in geometry by iteratively proposing propositions and auxiliary constructions, verifying them with a symbolic engine, and reflecting on the engine's feedback to guide subsequent proposals. A dynamic memory mechanism enables InternGeometry to conduct more than two hundred interactions with the symbolic engine per problem. To further accelerate learning, we introduce Complexity-Boosting Reinforcement Learning (CBRL), which gradually increases the complexity of synthesized problems across training stages. Built on InternThinker-32B, InternGeometry solves 44 of 50 IMO geometry problems (2000-2024), exceeding the average gold medalist score (40.9), using only 13K training examples, just 0.004% of the data used by AlphaGeometry 2, demonstrating the potential of LLM agents on expert-level geometry tasks. InternGeometry can also propose novel auxiliary constructions for IMO problems that do not appear in human solutions. We will release the model, data, and symbolic engine to support future research.

Spatial intelligence spans a rich suite of abilities, including visualising and transforming shapes, mentally rotating objects, judging relational positions and containment, and estimating numerosity. However, it still remains a critical unresolved challenge for Multimodal Large Language Models (MLLMs).To fill this gap, we propose to treat Euclidean geometry problem-solving as a surrogate task. Specifically, we meticulously constructed a curated multimodal dataset, called Euclid30K, comprising approximately 30K plane and solid geometry problems. To enable the model to acquire and apply Euclidean principles from these geometry problems, we employed Group Relative Policy Optimization (GRPO) to finetune the Qwen2.5VL family and RoboBrain2.0 family, inspiring the models to identify shapes, count, and relate entities, and perform multi-step deductive reasoning using Euclidean principles. Our experiments demonstrate that the resulting models achieve substantial zero-shot gains across four spatial reasoning benchmarks (Super-CLEVR, Omni3DBench, VSI-Bench, and MindCube) without any task-specific adaptations. Notably, after training on the Euclid30K, the mean VSI-Bench accuracy of all evaluated models rose from 34.5% to 40.5%, improving by 5.5 percentage points. Among them, RoboBrain2.0-Euclid-7B achieves 49.6\% accuracy, surpassing the previous state-of-the-art model, Spatial-MLLM.To our knowledge, this is the first systematic study showing that geometry-centric fine-tuning can confer vision-language models with broadly transferable spatial skills. Code and Euclid30K dataset can be found in https://zgca-ai4edu.github.io/Euclids_Gift.

Standard LLM evaluation practices compress diverse abilities into single scores, obscuring their inherently multidimensional nature. We present JE-IRT, a geometric item-response framework that embeds both LLMs and questions in a shared space. For question embeddings, the direction encodes semantics and the norm encodes difficulty, while correctness on each question is determined by the geometric interaction between the model and question embeddings. This geometry replaces a global ranking of LLMs with topical specialization and enables smooth variation across related questions. Building on this framework, our experimental results reveal that out-of-distribution behavior can be explained through directional alignment, and that larger norms consistently indicate harder questions. Moreover, JE-IRT naturally supports generalization: once the space is learned, new LLMs are added by fitting a single embedding. The learned space further reveals an LLM-internal taxonomy that only partially aligns with human-defined subject categories. JE-IRT thus establishes a unified and interpretable geometric lens that connects LLM abilities with the structure of questions, offering a distinctive perspective on model evaluation and generalization.

We curate a comprehensive dataset of 4,550 questions and solutions from problem sets, midterm exams, and final exams across all MIT Mathematics and Electrical Engineering and Computer Science (EECS) courses required for obtaining a degree. We evaluate the ability of large language models to fulfill the graduation requirements for any MIT major in Mathematics and EECS. Our results demonstrate that GPT-3.5 successfully solves a third of the entire MIT curriculum, while GPT-4, with prompt engineering, achieves a perfect solve rate on a test set excluding questions based on images. We fine-tune an open-source large language model on this dataset. We employ GPT-4 to automatically grade model responses, providing a detailed performance breakdown by course, question, and answer type. By embedding questions in a low-dimensional space, we explore the relationships between questions, topics, and classes and discover which questions and classes are required for solving other questions and classes through few-shot learning. Our analysis offers valuable insights into course prerequisites and curriculum design, highlighting language models' potential for learning and improving Mathematics and EECS education.

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.

Significant advancements in Large Multimodal Models (LMMs) have enabled them to tackle complex problems involving visual-mathematical reasoning. However, their ability to identify geometric elements remains underexplored. To address this gap, we introduce Tangram, a novel benchmark designed to evaluate the performance of LMMs on geometric element recognition. Tangram comprises 1,080 diverse geometric diagrams sourced from primary and secondary school exams, competitions, and textbooks, ranging from simple geometric shapes to complex combinations. Each diagram is paired with four questions, resulting in 4,320 visual-question-answer pairs. Unlike existing benchmarks that emphasize higher-level cognition and reasoning, Tangram focuses on understanding geometric elements, requiring models to perform a ``simple yet challenging" counting task. Systematic evaluation of 13 prominent LMMs, such as GPT-4o and Claude 3.5 Sonnet, reveals that these models face significant challenges even in seemingly straightforward tasks. The top-performing model achieves an accuracy of only 53.0%, highlighting a substantial gap compared to human performance. These findings underscore the limitations of current multimodal AI systems in handling basic perception tasks and serve to inspire the development of the next generation of expert-level multimodal foundational models. The data and code will be released soon.

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.

Transformers achieve strong performance across diverse domains but implicitly assume Euclidean geometry in their attention mechanisms, limiting their effectiveness on data with non-Euclidean structure. While recent extensions to hyperbolic and spherical spaces show promise for hierarchical and cyclical patterns, respectively, they require committing to a single geometry a priori, reducing flexibility when data exhibits mixed geometric properties. We introduce the Curvature-Adaptive Transformer (CAT), a novel architecture that dynamically learns per-token routing across three geometric attention branches through a lightweight, differentiable gating mechanism. Unlike fixed-geometry approaches, CAT enables adaptive geometric specialization, routing tokens to the appropriate curvature based on their local relational structure. The routing network provides interpretable curvature preferences while each branch employs geometry-specific operations optimized for its respective manifold. On knowledge graph completion benchmarks (FB15k-237, WN18RR), CAT achieves approximately 10% improvements in MRR and Hits@10 over fixed-geometry baselines with minimal overhead (5% parameter increase, comparable inference time). These results demonstrate that learned geometric adaptation outperforms any single fixed geometry for complex relational reasoning, establishing CAT as a scalable and interpretable foundation for mixture-of-geometry architectures across language, vision, and multimodal domains.

Diagrams serve as a fundamental form of visual language, representing complex concepts and their inter-relationships through structured symbols, shapes, and spatial arrangements. Unlike natural images, their inherently symbolic and abstract nature poses significant challenges for Multimodal Large Language Models (MLLMs). However, current benchmarks conflate perceptual and reasoning tasks, making it difficult to assess whether MLLMs genuinely understand mathematical diagrams beyond superficial pattern recognition. To address this gap, we introduce MATHGLANCE, a benchmark specifically designed to isolate and evaluate mathematical perception in MLLMs. MATHGLANCE comprises 1.2K images and 1.6K carefully curated questions spanning four perception tasks: shape classification, object counting, relationship identification, and object grounding, covering diverse domains including plane geometry, solid geometry, and graphical representations. Our evaluation of MLLMs reveals that their ability to understand diagrams is notably limited, particularly in fine-grained grounding tasks. In response, we construct GeoPeP, a perception-oriented dataset of 200K structured geometry image-text pairs explicitly annotated with geometric primitives and precise spatial relationships. Training MLLM on GeoPeP leads to significant gains in perceptual accuracy, which in turn substantially improves mathematical reasoning. Our benchmark and dataset establish critical standards for evaluating and advancing multimodal mathematical understanding, providing valuable resources and insights to foster future MLLM research.

Visuals are valuable tools for teaching math word problems (MWPs), helping young learners interpret textual descriptions into mathematical expressions before solving them. However, creating such visuals is labor-intensive and there is a lack of automated methods to support this process. In this paper, we present Math2Visual, an automatic framework for generating pedagogically meaningful visuals from MWP text descriptions. Math2Visual leverages a pre-defined visual language and a design space grounded in interviews with math teachers, to illustrate the core mathematical relationships in MWPs. Using Math2Visual, we construct an annotated dataset of 1,903 visuals and evaluate Text-to-Image (TTI) models for their ability to generate visuals that align with our design. We further fine-tune several TTI models with our dataset, demonstrating improvements in educational visual generation. Our work establishes a new benchmark for automated generation of pedagogically meaningful visuals and offers insights into key challenges in producing multimodal educational content, such as the misrepresentation of mathematical relationships and the omission of essential visual elements.

Existing Large Multimodal Models (LMMs) struggle with mathematical geometric reasoning due to a lack of high-quality image-text paired data. Current geometric data generation approaches, which apply preset templates to generate geometric data or use Large Language Models (LLMs) to rephrase questions and answers (Q&A), unavoidably limit data accuracy and diversity. To synthesize higher-quality data, we propose a two-stage Reverse Chain-of-Thought (R-CoT) geometry problem generation pipeline. First, we introduce GeoChain to produce high-fidelity geometric images and corresponding descriptions highlighting relations among geometric elements. We then design a Reverse A&Q method that reasons step-by-step based on the descriptions and generates questions in reverse from the reasoning results. Experiments demonstrate that the proposed method brings significant and consistent improvements on multiple LMM baselines, achieving new performance records in the 2B, 7B, and 8B settings. Notably, R-CoT-8B significantly outperforms previous state-of-the-art open-source mathematical models by 16.6% on MathVista and 9.2% on GeoQA, while also surpassing the closed-source model GPT-4o by an average of 13% across both datasets. The code is available at https://github.com/dle666/R-CoT.

In this paper, we present a deep learning-based framework for solving geometric construction problems through visual reasoning, which is useful for automated geometry theorem proving. Constructible problems in geometry often ask for the sequence of straightedge-and-compass constructions to construct a given goal given some initial setup. Our EuclidNet framework leverages the neural network architecture Mask R-CNN to extract the visual features from the initial setup and goal configuration with extra points of intersection, and then generate possible construction steps as intermediary data models that are used as feedback in the training process for further refinement of the construction step sequence. This process is repeated recursively until either a solution is found, in which case we backtrack the path for a step-by-step construction guide, or the problem is identified as unsolvable. Our EuclidNet framework is validated on complex Japanese Sangaku geometry problems, demonstrating its capacity to leverage backtracking for deep visual reasoning of challenging problems.

Large vision language models exhibit notable limitations on Geometry Problem Solving (GPS) because of their unreliable diagram interpretation and pure natural-language reasoning. A recent line of work mitigates this by using symbolic solvers: the model directly generates a formal program that a geometry solver can execute. However, this direct program generation lacks intermediate reasoning, making the decision process opaque and prone to errors. In this work, we explore a new approach that integrates Chain-of-Thought (CoT) with formal language. The model interleaves natural language reasoning with incremental emission of solver-executable code, producing a hybrid reasoning trace in which critical derivations are expressed in formal language. To teach this behavior at scale, we combine (1) supervised fine-tuning on an 11K newly developed synthetic dataset with interleaved natural language reasoning and automatic formalization, and (2) solver-in-the-loop reinforcement learning that jointly optimizes both the CoT narrative and the resulting program through outcome-based rewards. Built on Qwen2.5-VL-7B, our new model, named GF-Reasoner, achieves up to 15% accuracy improvements on standard GPS benchmarks, surpassing both 7B-scale peers and the much larger model Qwen2.5-VL-72B. By exploiting high-order geometric knowledge and offloading symbolic computation to the solver, the generated reasoning traces are noticeably shorter and cleaner. Furthermore, we present a comprehensive analysis of method design choices (e.g., reasoning paradigms, data synthesis, training epochs, etc.), providing actionable insights for future research.

Geometric spatial reasoning forms the foundation of many applications in artificial intelligence, yet the ability of large language models (LLMs) to operate over geometric spatial information expressed in procedural code remains underexplored. In this paper, we address this gap by formalizing the Program-to-Geometry task, which challenges models to translate programmatic drawing code into accurate and abstract geometric reasoning. To evaluate this capability, we present GeoGramBench, a benchmark of 500 carefully refined problems organized by a tailored three-level taxonomy that considers geometric complexity rather than traditional mathematical reasoning complexity. Our comprehensive evaluation of 17 frontier LLMs reveals consistent and pronounced deficiencies: even the most advanced models achieve less than 50% accuracy at the highest abstraction level. These results highlight the unique challenges posed by program-driven spatial reasoning and establish GeoGramBench as a valuable resource for advancing research in symbolic-to-spatial geometric reasoning. Project page: https://github.com/LiAuto-DSR/GeoGramBench.

In recent years, there has been remarkable progress in leveraging Language Models (LMs), encompassing Pre-trained Language Models (PLMs) and Large-scale Language Models (LLMs), within the domain of mathematics. This paper conducts a comprehensive survey of mathematical LMs, systematically categorizing pivotal research endeavors from two distinct perspectives: tasks and methodologies. The landscape reveals a large number of proposed mathematical LLMs, which are further delineated into instruction learning, tool-based methods, fundamental CoT techniques, and advanced CoT methodologies. In addition, our survey entails the compilation of over 60 mathematical datasets, including training datasets, benchmark datasets, and augmented datasets. Addressing the primary challenges and delineating future trajectories within the field of mathematical LMs, this survey is positioned as a valuable resource, poised to facilitate and inspire future innovation among researchers invested in advancing this domain.

Multimodal large language models (MLLMs) have made significant progress in integrating visual and linguistic understanding. Existing benchmarks typically focus on high-level semantic capabilities, such as scene understanding and visual reasoning, but often overlook a crucial, foundational ability: geometric perception. Geometric perception involves understanding geometric shapes, structures, and spatial relationships, which are essential for supporting higher-level semantic tasks. Despite its importance, this capability remains underexplored in current MLLM research. To address this gap, we introduce GePBench, a novel benchmark designed to assess the geometric perception abilities of MLLMs. Our extensive evaluations reveal that current state-of-the-art MLLMs exhibit significant deficiencies in geometric perception tasks. Furthermore, we show that models trained with GePBench data demonstrate substantial improvements on a wide range of benchmark tasks, highlighting the critical role of geometric perception in enabling advanced multimodal applications. Our code and datasets will be publicly available.

Geometric Problem Solving (GPS) poses a unique challenge for Multimodal Large Language Models (MLLMs), requiring not only the joint interpretation of text and diagrams but also iterative visuospatial reasoning. While existing approaches process diagrams as static images, they lack the capacity for dynamic manipulation - a core aspect of human geometric reasoning involving auxiliary line construction and affine transformations. We present GeoSketch, a neural-symbolic framework that recasts geometric reasoning as an interactive perception-reasoning-action loop. GeoSketch integrates: (1) a Perception module that abstracts diagrams into structured logic forms, (2) a Symbolic Reasoning module that applies geometric theorems to decide the next deductive step, and (3) a Sketch Action module that executes operations such as drawing auxiliary lines or applying transformations, thereby updating the diagram in a closed loop. To train this agent, we develop a two-stage pipeline: supervised fine-tuning on 2,000 symbolic-curated trajectories followed by reinforcement learning with dense, symbolic rewards to enhance robustness and strategic exploration. To evaluate this paradigm, we introduce the GeoSketch Benchmark, a high-quality set of 390 geometry problems requiring auxiliary construction or affine transformations. Experiments on strong MLLM baselines demonstrate that GeoSketch significantly improves stepwise reasoning accuracy and problem-solving success over static perception methods. By unifying hierarchical decision-making, executable visual actions, and symbolic verification, GeoSketch advances multimodal reasoning from static interpretation to dynamic, verifiable interaction, establishing a new foundation for solving complex visuospatial problems.

Large language models excel at short-horizon reasoning tasks, but performance drops as reasoning horizon lengths increase. Existing approaches to combat this rely on inference-time scaffolding or costly step-level supervision, neither of which scales easily. In this work, we introduce a scalable method to bootstrap long-horizon reasoning capabilities using only existing, abundant short-horizon data. Our approach synthetically composes simple problems into complex, multi-step dependency chains of arbitrary length. We train models on this data using outcome-only rewards under a curriculum that automatically increases in complexity, allowing RL training to be scaled much further without saturating. Empirically, our method generalizes remarkably well: curriculum training on composed 6th-grade level math problems (GSM8K) boosts accuracy on longer, competition-level benchmarks (GSM-Symbolic, MATH-500, AIME) by up to 2.06x. It also transfers significantly to diverse out-of-distribution ReasoningGym domains and long-context benchmarks, indicating broader generalization. Importantly, our long-horizon improvements are significantly higher than baselines even at high pass@k, showing that models can learn new reasoning paths under RL. Theoretically, we show that curriculum RL with outcome rewards achieves an exponential improvement in sample complexity over full-horizon training, providing training signal comparable to dense supervision. h1 therefore introduces an efficient path towards scaling RL for long-horizon problems using only existing data.

Geometry problem solving is a well-recognized testbed for evaluating the high-level multi-modal reasoning capability of deep models. In most existing works, two main geometry problems: calculation and proving, are usually treated as two specific tasks, hindering a deep model to unify its reasoning capability on multiple math tasks. However, in essence, these two tasks have similar problem representations and overlapped math knowledge which can improve the understanding and reasoning ability of a deep model on both two tasks. Therefore, we construct a large-scale Unified Geometry problem benchmark, UniGeo, which contains 4,998 calculation problems and 9,543 proving problems. Each proving problem is annotated with a multi-step proof with reasons and mathematical expressions. The proof can be easily reformulated as a proving sequence that shares the same formats with the annotated program sequence for calculation problems. Naturally, we also present a unified multi-task Geometric Transformer framework, Geoformer, to tackle calculation and proving problems simultaneously in the form of sequence generation, which finally shows the reasoning ability can be improved on both two tasks by unifying formulation. Furthermore, we propose a Mathematical Expression Pretraining (MEP) method that aims to predict the mathematical expressions in the problem solution, thus improving the Geoformer model. Experiments on the UniGeo demonstrate that our proposed Geoformer obtains state-of-the-art performance by outperforming task-specific model NGS with over 5.6% and 3.2% accuracies on calculation and proving problems, respectively.

Geometric diagrams are critical in conveying mathematical and scientific concepts, yet traditional diagram generation methods are often manual and resource-intensive. While text-to-image generation has made strides in photorealistic imagery, creating accurate geometric diagrams remains a challenge due to the need for precise spatial relationships and the scarcity of geometry-specific datasets. This paper presents MagicGeo, a training-free framework for generating geometric diagrams from textual descriptions. MagicGeo formulates the diagram generation process as a coordinate optimization problem, ensuring geometric correctness through a formal language solver, and then employs coordinate-aware generation. The framework leverages the strong language translation capability of large language models, while formal mathematical solving ensures geometric correctness. We further introduce MagicGeoBench, a benchmark dataset of 220 geometric diagram descriptions, and demonstrate that MagicGeo outperforms current methods in both qualitative and quantitative evaluations. This work provides a scalable, accurate solution for automated diagram generation, with significant implications for educational and academic applications.

Multimodal large language models have various practical applications that demand strong reasoning abilities. Despite recent advancements, these models still struggle to solve complex geometric problems. A key challenge stems from the lack of high-quality image-text pair datasets for understanding geometric images. Furthermore, most template-based data synthesis pipelines typically fail to generalize to questions beyond their predefined templates. In this paper, we bridge this gap by introducing a complementary process of Reinforcement Learning with Verifiable Rewards (RLVR) into the data generation pipeline. By adopting RLVR to refine captions for geometric images synthesized from 50 basic geometric relations and using reward signals derived from mathematical problem-solving tasks, our pipeline successfully captures the key features of geometry problem-solving. This enables better task generalization and yields non-trivial improvements. Furthermore, even in out-of-distribution scenarios, the generated dataset enhances the general reasoning capabilities of multimodal large language models, yielding accuracy improvements of 2.8%-4.8% in statistics, arithmetic, algebraic, and numerical tasks with non-geometric input images of MathVista and MathVerse, along with 2.4%-3.9% improvements in Art, Design, Tech, and Engineering tasks in MMMU.

Recent advancements in reinforcement learning (RL) have enhanced the reasoning abilities of large language models (LLMs), yet the impact on multimodal LLMs (MLLMs) is limited. Particularly in vision-intensive tasks like geometric reasoning, MLLMs hallucinate frequently, leading to inaccurate reasoning. We attribute this to the perceptual bottleneck in MLLMs, which caps the benefits of reasoning training. To quantify this, we design a Geo-Perception Question-Answering (GeoPQA) benchmark, targeting basic geometric concepts and spatial relationships. Experiments on GeoPQA reveal significant shortcomings of MLLMs in visual perception, which constrain RL reward signals for effective training. To address this bottleneck, we propose a two-stage RL training framework by first enhancing the visual perception of geometric structures, then fostering reasoning capabilities. Applied to Qwen2.5-VL-3B-Instruct, our two-stage training improves geometric reasoning by 9.7% and geometric problem solving by 9.1%, compared to the direct reasoning training approach. Our method also generalizes to other vision-intensive domains like figure understanding, highlighting the importance of perceptual grounding in effective MLLM reasoning.

The scene graph generation (SGG) task is designed to identify the predicates based on the subject-object pairs.However,existing datasets generally include two imbalance cases: one is the class imbalance from the predicted predicates and another is the context imbalance from the given subject-object pairs, which presents significant challenges for SGG. Most existing methods focus on the imbalance of the predicted predicate while ignoring the imbalance of the subject-object pairs, which could not achieve satisfactory results. To address the two imbalance cases, we propose a novel Environment Invariant Curriculum Relation learning (EICR) method, which can be applied in a plug-and-play fashion to existing SGG methods. Concretely, to remove the imbalance of the subject-object pairs, we first construct different distribution environments for the subject-object pairs and learn a model invariant to the environment changes. Then, we construct a class-balanced curriculum learning strategy to balance the different environments to remove the predicate imbalance. Comprehensive experiments conducted on VG and GQA datasets demonstrate that our EICR framework can be taken as a general strategy for various SGG models, and achieve significant improvements.

The rapid development of Large Multimodal Models (LMMs) has led to remarkable progress in 2D visual understanding; however, extending these capabilities to 3D scene understanding remains a significant challenge. Existing approaches predominantly rely on text-only supervision, which fails to provide the geometric constraints required for learning robust 3D spatial representations. In this paper, we introduce Reg3D, a novel Reconstructive Geometry Instruction Tuning framework that addresses this limitation by incorporating geometry-aware supervision directly into the training process. Our key insight is that effective 3D understanding necessitates reconstructing underlying geometric structures rather than merely describing them. Unlike existing methods that inject 3D information solely at the input level, Reg3D adopts a dual-supervision paradigm that leverages 3D geometric information both as input and as explicit learning targets. Specifically, we design complementary object-level and frame-level reconstruction tasks within a dual-encoder architecture, enforcing geometric consistency to encourage the development of spatial reasoning capabilities. Extensive experiments on ScanQA, Scan2Cap, ScanRefer, and SQA3D demonstrate that Reg3D delivers substantial performance improvements, establishing a new training paradigm for spatially aware multimodal models.

Curriculum learning has shown promise in improving training efficiency and generalization in various machine learning domains, yet its potential in pretraining language models remains underexplored, prompting our work as the first systematic investigation in this area. We experimented with different settings, including vanilla curriculum learning, pacing-based sampling, and interleaved curricula-guided by six difficulty metrics spanning linguistic and information-theoretic perspectives. We train models under these settings and evaluate their performance on eight diverse benchmarks. Our experiments reveal that curriculum learning consistently improves convergence in early and mid-training phases, and can yield lasting gains when used as a warmup strategy with up to 3.5% improvement. Notably, we identify compression ratio, lexical diversity, and readability as effective difficulty signals across settings. Our findings highlight the importance of data ordering in large-scale pretraining and provide actionable insights for scalable, data-efficient model development under realistic training scenarios.

Graph foundation models represent a transformative paradigm for learning transferable representations across diverse graph domains. Recent methods leverage large language models to unify graph and text modalities into a shared representation space using contrastive learning. However, systematic evaluations reveal significant performance degradation at structural boundaries where distinct topological patterns converge, with accuracy losses exceeding 20 percentage points. This issue arises from a key limitation: current methods assume all graph structures can be encoded within a single Euclidean space. In reality, tree structures require hyperbolic geometry to preserve hierarchical branching, while cyclic patterns depend on spherical geometry for closure properties. At structural boundaries, nodes experience conflicting geometric constraints that uniform encoding spaces cannot resolve. This raises a crucial challenge: Can alignment frameworks be designed to respect the intrinsic geometric diversity of graph structures? We introduce GraphShaper, a geometry-aware framework that enhances graph encoding through multi-geometric specialization. Our approach employs expert networks tailored to different geometric spaces, dynamically computing fusion weights to adaptively integrate geometric properties based on local structural characteristics. This adaptive fusion preserves structural integrity before alignment with text embeddings. Extensive experiments demonstrate that GraphShaper achieves 9.47\% accuracy improvements on citation networks and 7.63\% on social networks in zero-shot settings.

Recent advancements in Large Multimodal Models (LMMs) have shown promising results in mathematical reasoning within visual contexts, with models approaching human-level performance on existing benchmarks such as MathVista. However, we observe significant limitations in the diversity of questions and breadth of subjects covered by these benchmarks. To address this issue, we present the MATH-Vision (MATH-V) dataset, a meticulously curated collection of 3,040 high-quality mathematical problems with visual contexts sourced from real math competitions. Spanning 16 distinct mathematical disciplines and graded across 5 levels of difficulty, our dataset provides a comprehensive and diverse set of challenges for evaluating the mathematical reasoning abilities of LMMs. Through extensive experimentation, we unveil a notable performance gap between current LMMs and human performance on MATH-V, underscoring the imperative for further advancements in LMMs. Moreover, our detailed categorization allows for a thorough error analysis of LMMs, offering valuable insights to guide future research and development. The project is available at https://mathvision-cuhk.github.io

Mathematics olympiads are prestigious competitions, with problem proposing and solving highly honored. Building artificial intelligence that proposes and solves olympiads presents an unresolved challenge in automated theorem discovery and proving, especially in geometry for its combination of numerical and spatial elements. We introduce TongGeometry, a Euclidean geometry system supporting tree-search-based guided problem proposing and solving. The efficient geometry system establishes the most extensive repository of geometry theorems to date: within the same computational budget as the existing state-of-the-art, TongGeometry discovers 6.7 billion geometry theorems requiring auxiliary constructions, including 4.1 billion exhibiting geometric symmetry. Among them, 10 theorems were proposed to regional mathematical olympiads with 3 of TongGeometry's proposals selected in real competitions, earning spots in a national team qualifying exam or a top civil olympiad in China and the US. Guided by fine-tuned large language models, TongGeometry solved all International Mathematical Olympiad geometry in IMO-AG-30, outperforming gold medalists for the first time. It also surpasses the existing state-of-the-art across a broader spectrum of olympiad-level problems. The full capabilities of the system can be utilized on a consumer-grade machine, making the model more accessible and fostering widespread democratization of its use. By analogy, unlike existing systems that merely solve problems like students, TongGeometry acts like a geometry coach, discovering, presenting, and proving theorems.

The popularity of pre-trained large models has revolutionized downstream tasks across diverse fields, such as language, vision, and multi-modality. To minimize the adaption cost for downstream tasks, many Parameter-Efficient Fine-Tuning (PEFT) techniques are proposed for language and 2D image pre-trained models. However, the specialized PEFT method for 3D pre-trained models is still under-explored. To this end, we introduce Point-PEFT, a novel framework for adapting point cloud pre-trained models with minimal learnable parameters. Specifically, for a pre-trained 3D model, we freeze most of its parameters, and only tune the newly added PEFT modules on downstream tasks, which consist of a Point-prior Prompt and a Geometry-aware Adapter. The Point-prior Prompt adopts a set of learnable prompt tokens, for which we propose to construct a memory bank with domain-specific knowledge, and utilize a parameter-free attention to enhance the prompt tokens. The Geometry-aware Adapter aims to aggregate point cloud features within spatial neighborhoods to capture fine-grained geometric information through local interactions. Extensive experiments indicate that our Point-PEFT can achieve better performance than the full fine-tuning on various downstream tasks, while using only 5% of the trainable parameters, demonstrating the efficiency and effectiveness of our approach. Code is released at https://github.com/Ivan-Tang-3D/Point-PEFT.

Large language models (LLMs) have demonstrated significant capabilities in mathematical reasoning, particularly with text-based mathematical problems. However, current multi-modal large language models (MLLMs), especially those specialized in mathematics, tend to focus predominantly on solving geometric problems but ignore the diversity of visual information available in other areas of mathematics. Moreover, the geometric information for these specialized mathematical MLLMs is derived from several public datasets, which are typically limited in diversity and complexity. To address these limitations, we aim to construct a fine-tuning dataset named MathVL, and develop a series of specialized mathematical MLLMs termed MathGLM-Vision by conducting Supervised Fine-Tuning (SFT) on MathVL with various parameter-scale backbones. To extensively evaluate the effectiveness of MathGLM-Vision, we conduct experiments on several public benchmarks and our curated MathVL-test consisting of 2,000 problems. Experimental results demonstrate that MathGLM-Vision achieves significant improvements compared with some existing models, including backbone models and open-source mathematical MLLMs. These findings indicate the importance of diversity dataset in enhancing the mathematical reasoning abilities of MLLMs.

Vision-Language Models (VLMs) still lack robustness in spatial intelligence, demonstrating poor performance on spatial understanding and reasoning tasks. We attribute this gap to the absence of a visual geometry learning process capable of reconstructing 3D space from 2D images. We present G^2VLM, a geometry grounded vision-language model that bridges two fundamental aspects of spatial intelligence: spatial 3D reconstruction and spatial understanding. G^2VLM natively leverages learned 3D visual geometry features to directly predict 3D attributes and enhance spatial reasoning tasks via in-context learning and interleaved reasoning. Our unified design is highly scalable for spatial understanding: it trains on abundant multi-view image and video data, while simultaneously leveraging the benefits of 3D visual priors that are typically only derived from hard-to-collect annotations. Experimental results demonstrate G^2VLM is proficient in both tasks, achieving comparable results to state-of-the-art feed-forward 3D reconstruction models and achieving better or competitive results across spatial understanding and reasoning tasks. By unifying a semantically strong VLM with low-level 3D vision tasks, we hope G^2VLM can serve as a strong baseline for the community and unlock more future applications, such as 3D scene editing.

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.

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.

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

Recent self-supervised learning approaches focus on using a few thousand data points to learn policies for high-level, low-dimensional action spaces. However, scaling this framework for high-dimensional control require either scaling up the data collection efforts or using a clever sampling strategy for training. We present a novel approach - Curriculum Accelerated Self-Supervised Learning (CASSL) - to train policies that map visual information to high-level, higher- dimensional action spaces. CASSL orders the sampling of training data based on control dimensions: the learning and sampling are focused on few control parameters before other parameters. The right curriculum for learning is suggested by variance-based global sensitivity analysis of the control space. We apply our CASSL framework to learning how to grasp using an adaptive, underactuated multi-fingered gripper, a challenging system to control. Our experimental results indicate that CASSL provides significant improvement and generalization compared to baseline methods such as staged curriculum learning (8% increase) and complete end-to-end learning with random exploration (14% improvement) tested on a set of novel objects.

This paper considers the learning of logical (Boolean) functions with focus on the generalization on the unseen (GOTU) setting, a strong case of out-of-distribution generalization. This is motivated by the fact that the rich combinatorial nature of data in certain reasoning tasks (e.g., arithmetic/logic) makes representative data sampling challenging, and learning successfully under GOTU gives a first vignette of an 'extrapolating' or 'reasoning' learner. We then study how different network architectures trained by (S)GD perform under GOTU and provide both theoretical and experimental evidence that for a class of network models including instances of Transformers, random features models, and diagonal linear networks, a min-degree-interpolator (MDI) is learned on the unseen. We also provide evidence that other instances with larger learning rates or mean-field networks reach leaky MDIs. These findings lead to two implications: (1) we provide an explanation to the length generalization problem (e.g., Anil et al. 2022); (2) we introduce a curriculum learning algorithm called Degree-Curriculum that learns monomials more efficiently by incrementing supports.

We propose a Geometry-aware Policy Imitation (GPI) approach that rethinks imitation learning by treating demonstrations as geometric curves rather than collections of state-action samples. From these curves, GPI derives distance fields that give rise to two complementary control primitives: a progression flow that advances along expert trajectories and an attraction flow that corrects deviations. Their combination defines a controllable, non-parametric vector field that directly guides robot behavior. This formulation decouples metric learning from policy synthesis, enabling modular adaptation across low-dimensional robot states and high-dimensional perceptual inputs. GPI naturally supports multimodality by preserving distinct demonstrations as separate models and allows efficient composition of new demonstrations through simple additions to the distance field. We evaluate GPI in simulation and on real robots across diverse tasks. Experiments show that GPI achieves higher success rates than diffusion-based policies while running 20 times faster, requiring less memory, and remaining robust to perturbations. These results establish GPI as an efficient, interpretable, and scalable alternative to generative approaches for robotic imitation learning. Project website: https://yimingli1998.github.io/projects/GPI/

Background: Recursive reasoning models achieve strong performance through iterative refinement, allowing small networks to match large language models. However, training is computationally expensive, often requiring 36 GPU-hours for Sudoku extreme. Existing models use fixed recursion depth and uniform supervision weighting, leading to inefficient training. Objectives: We propose CGAR (Curriculum-Guided Adaptive Recursion), applying curriculum learning to architectural depth. CGAR introduces Progressive Depth Curriculum (PDC) to dynamically adjust recursion depth and Hierarchical Supervision Weighting (HSW) to apply exponentially decaying importance to supervision steps. Methods: PDC implements a three-stage schedule transitioning from shallow (2, 1) to full depth (6, 3) configurations, providing 41.4% FLOPs reduction. HSW applies exponential decay to supervision steps, achieving 40% gradient variance reduction and accelerated convergence. Results: On Sudoku-Extreme, CGAR achieves 1.71x training speedup (10.93 to 6.38 hours) with only a 0.63% accuracy drop (86.65% to 86.02%). PDC alone achieves 2.26x speedup with 85.47% accuracy, showing a Pareto improvement in efficiency and quality. HSW provides 1.61x speedup. CGAR-trained models show superior inference efficiency with 100% halting accuracy and 11% fewer reasoning steps. Conclusions: CGAR enables efficient training of recursive models on modest hardware. By treating depth as a scheduled parameter, it achieves substantial savings and prevents overfitting, making these models practical for neurosymbolic AI and program synthesis. https://github.com/Kaleemullahqasim/CGAR and huggingface.co/Kaleemullah/trm-cgar-sudoku.

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.

While Generative AI has demonstrated strong potential and versatility in content generation, its application to educational contexts presents several challenges. Models often fail to align with curriculum standards and maintain grade-appropriate reading levels consistently. Furthermore, STEM education poses additional challenges in balancing scientific explanations with everyday language when introducing complex and abstract ideas and phenomena to younger students. In this work, we propose COGENT, a curriculum-oriented framework for generating grade-appropriate educational content. We incorporate three curriculum components (science concepts, core ideas, and learning objectives), control readability through length, vocabulary, and sentence complexity, and adopt a ``wonder-based'' approach to increase student engagement and interest. We conduct a multi-dimensional evaluation via both LLM-as-a-judge and human expert analysis. Experimental results show that COGENT consistently produces grade-appropriate passages that are comparable or superior to human references. Our work establishes a viable approach for scaling adaptive and high-quality learning resources.

Reinforcement learning (RL) has proven effective for fine-tuning large language models (LLMs), significantly enhancing their reasoning abilities in domains such as mathematics and code generation. A crucial factor influencing RL fine-tuning success is the training curriculum: the order in which training problems are presented. While random curricula serve as common baselines, they remain suboptimal; manually designed curricula often rely heavily on heuristics, and online filtering methods can be computationally prohibitive. To address these limitations, we propose Self-Evolving Curriculum (SEC), an automatic curriculum learning method that learns a curriculum policy concurrently with the RL fine-tuning process. Our approach formulates curriculum selection as a non-stationary Multi-Armed Bandit problem, treating each problem category (e.g., difficulty level or problem type) as an individual arm. We leverage the absolute advantage from policy gradient methods as a proxy measure for immediate learning gain. At each training step, the curriculum policy selects categories to maximize this reward signal and is updated using the TD(0) method. Across three distinct reasoning domains: planning, inductive reasoning, and mathematics, our experiments demonstrate that SEC significantly improves models' reasoning capabilities, enabling better generalization to harder, out-of-distribution test problems. Additionally, our approach achieves better skill balance when fine-tuning simultaneously on multiple reasoning domains. These findings highlight SEC as a promising strategy for RL fine-tuning of LLMs.

Despite impressive high-level video comprehension, multimodal language models struggle with spatial reasoning across time and space. While current spatial training approaches rely on real-world video data, obtaining diverse footage with precise spatial annotations remains a bottleneck. To alleviate this bottleneck, we present SIMS-V -- a systematic data-generation framework that leverages the privileged information of 3D simulators to create spatially-rich video training data for multimodal language models. Using this framework, we investigate which properties of simulated data drive effective real-world transfer through systematic ablations of question types, mixes, and scales. We identify a minimal set of three question categories (metric measurement, perspective-dependent reasoning, and temporal tracking) that prove most effective for developing transferable spatial intelligence, outperforming comprehensive coverage despite using fewer question types. These insights enable highly efficient training: our 7B-parameter video LLM fine-tuned on just 25K simulated examples outperforms the larger 72B baseline and achieves competitive performance with proprietary models on rigorous real-world spatial reasoning benchmarks. Our approach demonstrates robust generalization, maintaining performance on general video understanding while showing substantial improvements on embodied and real-world spatial tasks.

Although polygon meshes have been a standard representation in geometry processing, their irregular and combinatorial nature hinders their suitability for learning-based applications. In this work, we introduce a novel learnable mesh representation through a set of local 3D sample Points and their associated Normals and Quadric error metrics (QEM) w.r.t. the underlying shape, which we denote PoNQ. A global mesh is directly derived from PoNQ by efficiently leveraging the knowledge of the local quadric errors. Besides marking the first use of QEM within a neural shape representation, our contribution guarantees both topological and geometrical properties by ensuring that a PoNQ mesh does not self-intersect and is always the boundary of a volume. Notably, our representation does not rely on a regular grid, is supervised directly by the target surface alone, and also handles open surfaces with boundaries and/or sharp features. We demonstrate the efficacy of PoNQ through a learning-based mesh prediction from SDF grids and show that our method surpasses recent state-of-the-art techniques in terms of both surface and edge-based metrics.

High-quality mathematical reasoning supervision requires diverse reasoning styles, long-form traces, and effective tool integration, capabilities that existing datasets provide only in limited form. Leveraging the multi-mode generation ability of gpt-oss-120b, we introduce Nemotron-Math, a large-scale mathematical reasoning dataset containing 7.5M solution traces across high, medium, and low reasoning modes, each available both with and without Python tool-integrated reasoning (TIR). The dataset integrates 85K curated AoPS problems with 262K community-sourced StackExchange-Math problems, combining structured competition tasks with diverse real-world mathematical queries. We conduct controlled evaluations to assess the dataset quality. Nemotron-Math consistently outperforms the original OpenMathReasoning on matched AoPS problems. Incorporating StackExchange-Math substantially improves robustness and generalization, especially on HLE-Math, while preserving accuracy on math competition benchmarks. To support efficient long-context training, we develop a sequential bucketed strategy that accelerates 128K context-length fine-tuning by 2--3times without significant accuracy loss. Overall, Nemotron-Math enables state-of-the-art performance, including 100\% maj@16 accuracy on AIME 2024 and 2025 with Python TIR.

While Large Language Models (LLMs) have excelled in textual reasoning, they struggle with mathematical domains like geometry that intrinsically rely on visual aids. Existing approaches to Visual Chain-of-Thought (VCoT) are often limited by rigid external tools or fail to generate the high-fidelity, strategically-timed diagrams necessary for complex problem-solving. To bridge this gap, we introduce MathCanvas, a comprehensive framework designed to endow unified Large Multimodal Models (LMMs) with intrinsic VCoT capabilities for mathematics. Our approach consists of two phases. First, a Visual Manipulation stage pre-trains the model on a novel 15.2M-pair corpus, comprising 10M caption-to-diagram pairs (MathCanvas-Imagen) and 5.2M step-by-step editing trajectories (MathCanvas-Edit), to master diagram generation and editing. Second, a Strategic Visual-Aided Reasoning stage fine-tunes the model on MathCanvas-Instruct, a new 219K-example dataset of interleaved visual-textual reasoning paths, teaching it when and how to leverage visual aids. To facilitate rigorous evaluation, we introduce MathCanvas-Bench, a challenging benchmark with 3K problems that require models to produce interleaved visual-textual solutions. Our model, BAGEL-Canvas, trained under this framework, achieves an 86% relative improvement over strong LMM baselines on MathCanvas-Bench, demonstrating excellent generalization to other public math benchmarks. Our work provides a complete toolkit-framework, datasets, and benchmark-to unlock complex, human-like visual-aided reasoning in LMMs. Project Page: https://mathcanvas.github.io/

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.

Mathematical geometric problem solving (GPS) often requires effective integration of multimodal information and verifiable logical coherence. Despite the fast development of large language models in general problem solving, it remains unresolved regarding with both methodology and benchmarks, especially given the fact that exiting synthetic GPS benchmarks are often not self-verified and contain noise and self-contradicted information due to the illusion of LLMs. In this paper, we propose a scalable data engine called TrustGeoGen for problem generation, with formal verification to provide a principled benchmark, which we believe lays the foundation for the further development of methods for GPS. The engine synthesizes geometric data through four key innovations: 1) multimodal-aligned generation of diagrams, textual descriptions, and stepwise solutions; 2) formal verification ensuring rule-compliant reasoning paths; 3) a bootstrapping mechanism enabling complexity escalation via recursive state generation and 4) our devised GeoExplore series algorithms simultaneously produce multi-solution variants and self-reflective backtracking traces. By formal logical verification, TrustGeoGen produces GeoTrust-200K dataset with guaranteed modality integrity, along with GeoTrust-test testset. Experiments reveal the state-of-the-art models achieve only 49.17\% accuracy on GeoTrust-test, demonstrating its evaluation stringency. Crucially, models trained on GeoTrust achieve OOD generalization on GeoQA, significantly reducing logical inconsistencies relative to pseudo-label annotated by OpenAI-o1. Our code is available at https://github.com/Alpha-Innovator/TrustGeoGen

Plane geometry problem solving (PGPS) has recently gained significant attention as a benchmark to assess the multi-modal reasoning capabilities of large vision-language models. Despite the growing interest in PGPS, the research community still lacks a comprehensive overview that systematically synthesizes recent work in PGPS. To fill this gap, we present a survey of existing PGPS studies. We first categorize PGPS methods into an encoder-decoder framework and summarize the corresponding output formats used by their encoders and decoders. Subsequently, we classify and analyze these encoders and decoders according to their architectural designs. Finally, we outline major challenges and promising directions for future research. In particular, we discuss the hallucination issues arising during the encoding phase within encoder-decoder architectures, as well as the problem of data leakage in current PGPS benchmarks.

Representation learning has become an invaluable approach for learning from symbolic data such as text and graphs. However, while complex symbolic datasets often exhibit a latent hierarchical structure, state-of-the-art methods typically learn embeddings in Euclidean vector spaces, which do not account for this property. For this purpose, we introduce a new approach for learning hierarchical representations of symbolic data by embedding them into hyperbolic space -- or more precisely into an n-dimensional Poincar\'e ball. Due to the underlying hyperbolic geometry, this allows us to learn parsimonious representations of symbolic data by simultaneously capturing hierarchy and similarity. We introduce an efficient algorithm to learn the embeddings based on Riemannian optimization and show experimentally that Poincar\'e embeddings outperform Euclidean embeddings significantly on data with latent hierarchies, both in terms of representation capacity and in terms of generalization ability.

Natural language image-caption datasets, widely used for training Large Multimodal Models, mainly focus on natural scenarios and overlook the intricate details of mathematical figures that are critical for problem-solving, hindering the advancement of current LMMs in multimodal mathematical reasoning. To this end, we propose leveraging code as supervision for cross-modal alignment, since code inherently encodes all information needed to generate corresponding figures, establishing a precise connection between the two modalities. Specifically, we co-develop our image-to-code model and dataset with model-in-the-loop approach, resulting in an image-to-code model, FigCodifier and ImgCode-8.6M dataset, the largest image-code dataset to date. Furthermore, we utilize FigCodifier to synthesize novel mathematical figures and then construct MM-MathInstruct-3M, a high-quality multimodal math instruction fine-tuning dataset. Finally, we present MathCoder-VL, trained with ImgCode-8.6M for cross-modal alignment and subsequently fine-tuned on MM-MathInstruct-3M for multimodal math problem solving. Our model achieves a new open-source SOTA across all six metrics. Notably, it surpasses GPT-4o and Claude 3.5 Sonnet in the geometry problem-solving subset of MathVista, achieving improvements of 8.9% and 9.2%. The dataset and models will be released at https://github.com/mathllm/MathCoder.

The scarcity of large-scale 3D-text paired data poses a great challenge on open vocabulary 3D scene understanding, and hence it is popular to leverage internet-scale 2D data and transfer their open vocabulary capabilities to 3D models through knowledge distillation. However, the existing distillation-based 3D scene understanding approaches rely on the representation capacity of 2D models, disregarding the exploration of geometric priors and inherent representational advantages offered by 3D data. In this paper, we propose an effective approach, namely Geometry Guided Self-Distillation (GGSD), to learn superior 3D representations from 2D pre-trained models. Specifically, we first design a geometry guided distillation module to distill knowledge from 2D models, and then leverage the 3D geometric priors to alleviate the inherent noise in 2D models and enhance the representation learning process. Due to the advantages of 3D representation, the performance of the distilled 3D student model can significantly surpass that of the 2D teacher model. This motivates us to further leverage the representation advantages of 3D data through self-distillation. As a result, our proposed GGSD approach outperforms the existing open vocabulary 3D scene understanding methods by a large margin, as demonstrated by our experiments on both indoor and outdoor benchmark datasets.

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.

Multimodal Large Language Models (MLLMs) have demonstrated remarkable capabilities in visual mathematical reasoning across various existing benchmarks. However, these benchmarks are predominantly based on clean or processed multimodal inputs, without incorporating the images provided by real-world Kindergarten through 12th grade (K-12) educational users. To address this gap, we introduce MathReal, a meticulously curated dataset comprising 2,000 mathematical questions with images captured by handheld mobile devices in authentic scenarios. Each question is an image, containing the question text and visual element. We systematically classify the real images into three primary categories: image quality degradation, perspective variation, and irrelevant content interference, which are further delineated into 14 subcategories. Additionally, MathReal spans five core knowledge and ability categories, which encompass three question types and are divided into three difficulty levels. To comprehensively evaluate the multimodal mathematical reasoning abilities of state-of-the-art MLLMs in real-world scenarios, we design six experimental settings that enable a systematic analysis of their performance. Through extensive experimentation, we find that the problem-solving abilities of existing MLLMs are significantly challenged in realistic educational contexts. Based on this, we conduct a thorough analysis of their performance and error patterns, providing insights into their recognition, comprehension, and reasoning capabilities, and outlining directions for future improvements. Data and code: https://github.com/junfeng0288/MathReal.

Equation discovery from data is a core challenge in machine learning for science, requiring the recovery of concise symbolic expressions that govern complex physical and geometric phenomena. Recent approaches with large language models (LLMs) show promise in symbolic regression, but their success often hinges on memorized formulas or overly simplified functional forms. Existing benchmarks exacerbate this limitation: they focus on scalar functions, ignore domain grounding, and rely on brittle string-matching based metrics that fail to capture scientific equivalence. We introduce SurfaceBench, first comprehensive benchmark for symbolic surface discovery. SurfaceBench comprises 183 tasks across 15 categories of symbolic complexity, spanning explicit, implicit, and parametric equation representation forms. Each task includes ground-truth equations, variable semantics, and synthetically sampled three dimensional data. Unlike prior SR datasets, our tasks reflect surface-level structure, resist LLM memorization through novel symbolic compositions, and are grounded in scientific domains such as fluid dynamics, robotics, electromagnetics, and geometry. To evaluate equation discovery quality, we pair symbolic checks with geometry-aware metrics such as Chamfer and Hausdorff distances, capturing both algebraic fidelity and spatial reconstruction accuracy. Our experiments reveal that state-of-the-art frameworks, while occasionally successful on specific families, struggle to generalize across representation types and surface complexities. SurfaceBench thus establishes a challenging and diagnostic testbed that bridges symbolic reasoning with geometric reconstruction, enabling principled benchmarking of progress in compositional generalization, data-driven scientific induction, and geometry-aware reasoning with LLMs. We release the code here: https://github.com/Sanchit-404/surfacebench

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.

Large language models (LLMs) have demonstrated remarkable capabilities in problem-solving. However, their proficiency in solving mathematical problems remains inadequate. We propose MathScale, a simple and scalable method to create high-quality mathematical reasoning data using frontier LLMs (e.g., {\tt GPT-3.5}). Inspired by the cognitive mechanism in human mathematical learning, it first extracts topics and knowledge points from seed math questions and then build a concept graph, which is subsequently used to generate new math questions. MathScale exhibits effective scalability along the size axis of the math dataset that we generate. As a result, we create a mathematical reasoning dataset (MathScaleQA) containing two million math question-answer pairs. To evaluate mathematical reasoning abilities of LLMs comprehensively, we construct {\sc MwpBench}, a benchmark of Math Word Problems, which is a collection of ten datasets (including GSM8K and MATH) covering K-12, college, and competition level math problems. We apply MathScaleQA to fine-tune open-source LLMs (e.g., LLaMA-2 and Mistral), resulting in significantly improved capabilities in mathematical reasoning. Evaluated on {\sc MwpBench}, MathScale-7B achieves state-of-the-art performance across all datasets, surpassing its best peers of equivalent size by 42.9\% in micro average accuracy and 43.7\% in macro average accuracy, respectively.

The advent of Unified Multimodal Models (UMMs) signals a paradigm shift in artificial intelligence, moving from passive perception to active, cross-modal generation. Despite their unprecedented ability to synthesize information, a critical gap persists in evaluation: existing benchmarks primarily assess discriminative understanding or unconstrained image generation separately, failing to measure the integrated cognitive process of generative reasoning. To bridge this gap, we propose that geometric construction provides an ideal testbed as it inherently demands a fusion of language comprehension and precise visual generation. We introduce GGBench, a benchmark designed specifically to evaluate geometric generative reasoning. It provides a comprehensive framework for systematically diagnosing a model's ability to not only understand and reason but to actively construct a solution, thereby setting a more rigorous standard for the next generation of intelligent systems. Project website: https://opendatalab-raiser.github.io/GGBench/.

Geometric methods for solving open-world off-road navigation tasks, by learning occupancy and metric maps, provide good generalization but can be brittle in outdoor environments that violate their assumptions (e.g., tall grass). Learning-based methods can directly learn collision-free behavior from raw observations, but are difficult to integrate with standard geometry-based pipelines. This creates an unfortunate conflict -- either use learning and lose out on well-understood geometric navigational components, or do not use it, in favor of extensively hand-tuned geometry-based cost maps. In this work, we reject this dichotomy by designing the learning and non-learning-based components in a way such that they can be effectively combined in a self-supervised manner. Both components contribute to a planning criterion: the learned component contributes predicted traversability as rewards, while the geometric component contributes obstacle cost information. We instantiate and comparatively evaluate our system in both in-distribution and out-of-distribution environments, showing that this approach inherits complementary gains from the learned and geometric components and significantly outperforms either of them. Videos of our results are hosted at https://sites.google.com/view/hybrid-imitative-planning

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

We introduce GeoDANO, a geometric vision-language model (VLM) with a domain-agnostic vision encoder, for solving plane geometry problems. Although VLMs have been employed for solving geometry problems, their ability to recognize geometric features remains insufficiently analyzed. To address this gap, we propose a benchmark that evaluates the recognition of visual geometric features, including primitives such as dots and lines, and relations such as orthogonality. Our preliminary study shows that vision encoders often used in general-purpose VLMs, e.g., OpenCLIP, fail to detect these features and struggle to generalize across domains. We develop GeoCLIP, a CLIP based model trained on synthetic geometric diagram-caption pairs to overcome the limitation. Benchmark results show that GeoCLIP outperforms existing vision encoders in recognizing geometric features. We then propose our VLM, GeoDANO, which augments GeoCLIP with a domain adaptation strategy for unseen diagram styles. GeoDANO outperforms specialized methods for plane geometry problems and GPT-4o on MathVerse.

Scene generation with 3D assets presents a complex challenge, requiring both high-level semantic understanding and low-level geometric reasoning. While Multimodal Large Language Models (MLLMs) excel at semantic tasks, their application to 3D scene generation is hindered by their limited grounding on 3D geometry. In this paper, we investigate how to best work with MLLMs in an object placement task. Towards this goal, we introduce a novel framework, FirePlace, that applies existing MLLMs in (1) 3D geometric reasoning and the extraction of relevant geometric details from the 3D scene, (2) constructing and solving geometric constraints on the extracted low-level geometry, and (3) pruning for final placements that conform to common sense. By combining geometric reasoning with real-world understanding of MLLMs, our method can propose object placements that satisfy both geometric constraints as well as high-level semantic common-sense considerations. Our experiments show that these capabilities allow our method to place objects more effectively in complex scenes with intricate geometry, surpassing the quality of prior work.

Multimodal Large Language Models (MLLMs) have demonstrated impressive capabilities across various tasks, but still struggle with complex mathematical reasoning. Existing research primarily focuses on dataset construction and method optimization, often overlooking two critical aspects: comprehensive knowledge-driven design and model-centric data space modeling. In this paper, we introduce We-Math 2.0, a unified system that integrates a structured mathematical knowledge system, model-centric data space modeling, and a reinforcement learning (RL)-based training paradigm to comprehensively enhance the mathematical reasoning abilities of MLLMs. The key contributions of We-Math 2.0 are fourfold: (1) MathBook Knowledge System: We construct a five-level hierarchical system encompassing 491 knowledge points and 1,819 fundamental principles. (2) MathBook-Standard & Pro: We develop MathBook-Standard, a dataset that ensures broad conceptual coverage and flexibility through dual expansion. Additionally, we define a three-dimensional difficulty space and generate 7 progressive variants per problem to build MathBook-Pro, a challenging dataset for robust training. (3) MathBook-RL: We propose a two-stage RL framework comprising: (i) Cold-Start Fine-tuning, which aligns the model with knowledge-oriented chain-of-thought reasoning; and (ii) Progressive Alignment RL, leveraging average-reward learning and dynamic data scheduling to achieve progressive alignment across difficulty levels. (4) MathBookEval: We introduce a comprehensive benchmark covering all 491 knowledge points with diverse reasoning step distributions. Experimental results show that MathBook-RL performs competitively with existing baselines on four widely-used benchmarks and achieves strong results on MathBookEval, suggesting promising generalization in mathematical reasoning.

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

Evaluating the mathematical capability of Large Language Models (LLMs) is a critical yet challenging frontier. Existing benchmarks fall short, particularly for proof-centric problems, as manual creation is unscalable and costly, leaving the true mathematical abilities of LLMs largely unassessed. To overcome these barriers, we propose Proof2Hybrid, the first fully automated framework that synthesizes high-quality, proof-centric benchmarks from natural language mathematical corpora. The key novelty of our solution is Proof2X, a roadmap of converting mathematical proofs into various kinds of questions that are easy to verify. Instructed by this roadmap, we propose a new type of hybrid-formatted questions, named ``m-out-of-n multiple judge questions'', specifically designed to enable robust, automatic evaluation while being resilient to guessing and superficial pattern matching inherent in traditional formats. As a demonstration of our framework, we introduce AlgGeoTest, a benchmark for algebraic geometry--a frontier domain of modern mathematics--comprising 456 challenging items. Our extensive evaluations on state-of-the-art LLMs using AlgGeoTest reveal profound deficits in their comprehension of algebraic geometry, providing a more precise measure of their true mathematical capabilities. Our framework and benchmark pave the way for a new wave of in-depth research into the mathematical intelligence of AI systems.

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.

Large Language Models (LLMs) have demonstrated remarkable capabilities across various domains. Math Word Problems (MWPs) serve as a crucial benchmark for evaluating LLMs' reasoning abilities. While most research primarily focuses on improving accuracy, it often neglects understanding and addressing the underlying patterns of errors. Current error classification methods rely on static and predefined categories, which limit their ability to capture the full spectrum of error patterns in mathematical reasoning. To enable systematic error analysis, we collect error samples from 15 different LLMs of varying sizes across four distinct MWP datasets using multiple sampling strategies. Based on this extensive collection, we introduce MWPES-300K, a comprehensive dataset containing 304,865 error samples that cover diverse error patterns and reasoning paths. To reduce human bias and enable fine-grained analysis of error patterns, we propose a novel framework for automated dynamic error classification in mathematical reasoning. Experimental results demonstrate that dataset characteristics significantly shape error patterns, which evolve from basic to complex manifestations as model capabilities increase. With deeper insights into error patterns, we propose error-aware prompting that incorporates common error patterns as explicit guidance, leading to significant improvements in mathematical reasoning performance.

Recent work on enhancing the reasoning abilities of large language models (LLMs) has introduced explicit length control as a means of constraining computational cost while preserving accuracy. However, existing approaches rely on fixed-length training budgets, which do not take advantage of the natural progression from exploration to compression during learning. In this work, we propose a curriculum learning strategy for length-controlled reasoning using Group Relative Policy Optimization (GRPO). Our method starts with generous token budgets and gradually tightens them over training, encouraging models to first discover effective solution strategies and then distill them into more concise reasoning traces. We augment GRPO with a reward function that balances three signals: task correctness (via verifier feedback), length efficiency, and formatting adherence (via structural tags). Experiments on GSM8K, MATH500, SVAMP, College Math, and GSM+ demonstrate that curriculum-based training consistently outperforms fixed-budget baselines at the same final budget, achieving higher accuracy and significantly improved token efficiency. We further ablate the impact of reward weighting and decay schedule design, showing that progressive constraint serves as a powerful inductive bias for training efficient reasoning models. Our code and checkpoints are released at: https://github.com/hammoudhasan/curriculum_grpo.

Existing RGB-based imitation learning approaches typically employ traditional vision encoders such as ResNet or ViT, which lack explicit 3D reasoning capabilities. Recent geometry-grounded vision models, such as VGGT~wang2025vggt, provide robust spatial understanding and are promising candidates to address this limitation. This work investigates the integration of geometry-aware visual representations into robotic manipulation. Our results suggest that incorporating the geometry-aware vision encoder into imitation learning frameworks, including ACT and DP, yields up to 6.5% improvement over standard vision encoders in success rate across single- and bi-manual manipulation tasks in both simulation and real-world settings. Despite these benefits, most geometry-grounded models require high computational cost, limiting their deployment in practical robotic systems. To address this challenge, we propose eVGGT, an efficient geometry-aware encoder distilled from VGGT. eVGGT is nearly 9 times faster and 5 times smaller than VGGT, while preserving strong 3D reasoning capabilities. Code and pretrained models will be released to facilitate further research in geometry-aware robotics.

Solid geometry problem solving demands spatial mathematical reasoning that integrates spatial intelligence and symbolic reasoning. However, most existing multimodal mathematical reasoning benchmarks focus primarily on 2D plane geometry, rely on static datasets prone to data contamination and memorization, and evaluate models solely by final answers, overlooking the reasoning process. To address these limitations, we introduce DynaSolidGeo, the first dynamic benchmark for evaluating genuine spatial reasoning in Vision-Language Models (VLMs). Constructed through a semi-automatic annotation pipeline, DynaSolidGeo contains 503 expert-curated seed questions that can, in principle, dynamically generate an unbounded number of diverse multimodal text-visual instances. Beyond answer accuracy, we incorporate process evaluation based on expert-annotated reasoning chains to measure logical validity and causal coherence. Experiments across representative open-source and closed-source VLMs reveal large performance gaps, severe degradation in dynamic settings, and poor performance on tasks requiring high-level spatial intelligence, such as mental rotation and visualization. The code and dataset are available at https://zgca-ai4edu.github.io/DynaSolidGeo/{DynaSolidGeo}.

We propose TraceRL, a trajectory-aware reinforcement learning framework for diffusion language models (DLMs) that incorporates preferred inference trajectory into post-training, and is applicable across different architectures. Equipped with a diffusion-based value model that enhances training stability, we demonstrate improved reasoning performance on complex math and coding tasks. Besides, it can also be applied to adapt block-specific models to larger blocks, which improves sampling flexibility. Employing TraceRL, we derive a series of state-of-the-art diffusion language models, namely TraDo. Although smaller than 7B-scale AR models, TraDo-4B-Instruct still consistently outperforms them across complex math reasoning tasks. TraDo-8B-Instruct achieves relative accuracy improvements of 6.1% over Qwen2.5-7B-Instruct and 51.3% over Llama3.1-8B-Instruct on mathematical reasoning benchmarks. Through curriculum learning, we also derive the first long-CoT DLM, outperforming Qwen2.5-7B-Instruct on MATH500 with an 18.1% relative accuracy gain. To facilitate reproducible research and practical applications, we release a comprehensive open-source framework for building, training, and deploying diffusion LLMs across diverse architectures. The framework integrates accelerated KV-cache techniques and inference engines for both inference and reinforcement learning, and includes implementations of various supervised fine-tuning and RL methods for mathematics, coding, and general tasks. Code and Models: https://github.com/Gen-Verse/dLLM-RL

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

CoT has significantly enhanced the reasoning ability of LLMs while it faces challenges when extended to multimodal domains, particularly in mathematical tasks. Existing MLLMs typically perform textual reasoning solely from a single static mathematical image, overlooking dynamic visual acquisition during reasoning. In contrast, humans repeatedly examine visual image and employ step-by-step reasoning to prove intermediate propositions. This strategy of decomposing the problem-solving process into key logical nodes adheres to Miller's Law in cognitive science. Inspired by this insight, we propose a ViRC framework for multimodal mathematical tasks, introducing a Reason Chunking mechanism that structures multimodal mathematical CoT into consecutive Critical Reasoning Units (CRUs) to simulate human expert problem-solving patterns. CRUs ensure intra-unit textual coherence for intermediate proposition verification while integrating visual information across units to generate subsequent propositions and support structured reasoning. To this end, we present CRUX dataset by using three visual tools and four reasoning patterns to provide explicitly annotated CRUs across multiple reasoning paths for each mathematical problem. Leveraging the CRUX dataset, we propose a progressive training strategy inspired by human cognitive learning, which includes Instructional SFT, Practice SFT, and Strategic RL, aimed at further strengthening the Reason Chunking ability of the model. The resulting ViRC-7B model achieves a 18.8% average improvement over baselines across multiple mathematical benchmarks. Code is available at https://github.com/Leon-LihongWang/ViRC.

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.

Reinforcement learning (RL) problems can be challenging without well-shaped rewards. Prior work on provably efficient RL methods generally proposes to address this issue with dedicated exploration strategies. However, another way to tackle this challenge is to reformulate it as a multi-task RL problem, where the task space contains not only the challenging task of interest but also easier tasks that implicitly function as a curriculum. Such a reformulation opens up the possibility of running existing multi-task RL methods as a more efficient alternative to solving a single challenging task from scratch. In this work, we provide a theoretical framework that reformulates a single-task RL problem as a multi-task RL problem defined by a curriculum. Under mild regularity conditions on the curriculum, we show that sequentially solving each task in the multi-task RL problem is more computationally efficient than solving the original single-task problem, without any explicit exploration bonuses or other exploration strategies. We also show that our theoretical insights can be translated into an effective practical learning algorithm that can accelerate curriculum learning on simulated robotic tasks.

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.

The superior performance of modern deep networks usually comes with a costly training procedure. This paper presents a new curriculum learning approach for the efficient training of visual backbones (e.g., vision Transformers). Our work is inspired by the inherent learning dynamics of deep networks: we experimentally show that at an earlier training stage, the model mainly learns to recognize some 'easier-to-learn' discriminative patterns within each example, e.g., the lower-frequency components of images and the original information before data augmentation. Driven by this phenomenon, we propose a curriculum where the model always leverages all the training data at each epoch, while the curriculum starts with only exposing the 'easier-to-learn' patterns of each example, and introduces gradually more difficult patterns. To implement this idea, we 1) introduce a cropping operation in the Fourier spectrum of the inputs, which enables the model to learn from only the lower-frequency components efficiently, 2) demonstrate that exposing the features of original images amounts to adopting weaker data augmentation, and 3) integrate 1) and 2) and design a curriculum learning schedule with a greedy-search algorithm. The resulting approach, EfficientTrain, is simple, general, yet surprisingly effective. As an off-the-shelf method, it reduces the wall-time training cost of a wide variety of popular models (e.g., ResNet, ConvNeXt, DeiT, PVT, Swin, and CSWin) by >1.5x on ImageNet-1K/22K without sacrificing accuracy. It is also effective for self-supervised learning (e.g., MAE). Code is available at https://github.com/LeapLabTHU/EfficientTrain.

Mathematical questioning is crucial for assessing students problem-solving skills. Since manually creating such questions requires substantial effort, automatic methods have been explored. Existing state-of-the-art models rely on fine-tuning strategies and struggle to generate questions that heavily involve multiple steps of logical and arithmetic reasoning. Meanwhile, large language models(LLMs) such as ChatGPT have excelled in many NLP tasks involving logical and arithmetic reasoning. Nonetheless, their applications in generating educational questions are underutilized, especially in the field of mathematics. To bridge this gap, we take the first step to conduct an in-depth analysis of ChatGPT in generating pre-university math questions. Our analysis is categorized into two main settings: context-aware and context-unaware. In the context-aware setting, we evaluate ChatGPT on existing math question-answering benchmarks covering elementary, secondary, and ternary classes. In the context-unaware setting, we evaluate ChatGPT in generating math questions for each lesson from pre-university math curriculums that we crawl. Our crawling results in TopicMath, a comprehensive and novel collection of pre-university math curriculums collected from 121 math topics and 428 lessons from elementary, secondary, and tertiary classes. Through this analysis, we aim to provide insight into the potential of ChatGPT as a math questioner.

Despite strong performance on vision-language tasks, Multimodal Large Language Models (MLLMs) struggle with mathematical problem-solving, with both open-source and state-of-the-art models falling short of human performance on visual-math benchmarks. To systematically examine visual-mathematical reasoning in MLLMs, we (1) evaluate their understanding of geometric primitives, (2) test multi-step reasoning, and (3) explore a potential solution to improve visual reasoning capabilities. Our findings reveal fundamental shortcomings in shape recognition, with top models achieving under 50% accuracy in identifying regular polygons. We analyze these failures through the lens of dual-process theory and show that MLLMs rely on System 1 (intuitive, memorized associations) rather than System 2 (deliberate reasoning). Consequently, MLLMs fail to count the sides of both familiar and novel shapes, suggesting they have neither learned the concept of sides nor effectively process visual inputs. Finally, we propose Visually Cued Chain-of-Thought (VC-CoT) prompting, which enhances multi-step mathematical reasoning by explicitly referencing visual annotations in diagrams, boosting GPT-4o's accuracy on an irregular polygon side-counting task from 7% to 93%. Our findings suggest that System 2 reasoning in MLLMs remains an open problem, and visually-guided prompting is essential for successfully engaging visual reasoning. Code available at: https://github.com/rsinghlab/Shape-Blind.

Mathematical reasoning in real-world video settings presents a fundamentally different challenge than in static images or text. It requires interpreting fine-grained visual information, accurately reading handwritten or digital text, and integrating spoken cues, often dispersed non-linearly over time. In such multimodal contexts, success hinges not just on perception, but on selectively identifying and integrating the right contextual details from a rich and noisy stream of content. To this end, we introduce VideoMathQA, a benchmark designed to evaluate whether models can perform such temporally extended cross-modal reasoning on videos. The benchmark spans 10 diverse mathematical domains, covering videos ranging from 10 seconds to over 1 hour. It requires models to interpret structured visual content, understand instructional narratives, and jointly ground concepts across visual, audio, and textual modalities. We employ graduate-level experts to ensure high quality, totaling over 920 man-hours of annotation. To reflect real-world scenarios, questions are designed around three core reasoning challenges: direct problem solving, where answers are grounded in the presented question; conceptual transfer, which requires applying learned methods to new problems; and deep instructional comprehension, involving multi-step reasoning over extended explanations and partially worked-out solutions. Each question includes multi-step reasoning annotations, enabling fine-grained diagnosis of model capabilities. Through this benchmark, we highlight the limitations of existing approaches and establish a systematic evaluation framework for models that must reason, rather than merely perceive, across temporally extended and modality-rich mathematical problem settings. Our benchmark and evaluation code are available at: https://mbzuai-oryx.github.io/VideoMathQA

Vision-Language Models (VLMs) have shown remarkable capabilities in spatial reasoning, yet they remain fundamentally limited to qualitative precision and lack the computational precision required for real-world robotics. Current approaches fail to leverage metric cues from depth sensors and camera calibration, instead reducing geometric problems to pattern recognition tasks that cannot deliver the centimeter-level accuracy essential for robotic manipulation. We present TIGeR (Tool-Integrated Geometric Reasoning), a novel framework that transforms VLMs from perceptual estimators to geometric computers by enabling them to generate and execute precise geometric computations through external tools. Rather than attempting to internalize complex geometric operations within neural networks, TIGeR empowers models to recognize geometric reasoning requirements, synthesize appropriate computational code, and invoke specialized libraries for exact calculations. To support this paradigm, we introduce TIGeR-300K, a comprehensive tool-invocation-oriented dataset covering point transformations, pose estimation, and spatial compatibility verification, complete with tool invocation sequences and intermediate computations. Through a two-stage training pipeline combining supervised fine-tuning (SFT) and reinforcement fine-tuning (RFT) with our proposed hierarchical reward design, TIGeR achieves SOTA performance on geometric reasoning benchmarks while demonstrating centimeter-level precision in real-world robotic manipulation tasks.

Large Language Models and multi-agent systems have shown promise in decomposing complex tasks, yet they struggle with long-horizon reasoning tasks and escalating computation cost. This work introduces a hierarchical multi-agent architecture that distributes reasoning across a 64*64 grid of lightweight agents, supported by a selective oracle. A spatial curriculum progressively expands the operational region of the grid, ensuring that agents master easier central tasks before tackling harder peripheral ones. To improve reliability, the system integrates Negative Log-Likelihood as a measure of confidence, allowing the curriculum to prioritize regions where agents are both accurate and well calibrated. A Thompson Sampling curriculum manager adaptively chooses training zones based on competence and NLL-driven reward signals. We evaluate the approach on a spatially grounded Tower of Hanoi benchmark, which mirrors the long-horizon structure of many robotic manipulation and planning tasks. Results demonstrate improved stability, reduced oracle usage, and stronger long-range reasoning from distributed agent cooperation.

Recent advances in Multimodal Large Language Models (MLLMs) have achieved remarkable progress in general domains and demonstrated promise in multimodal mathematical reasoning. However, applying MLLMs to geometry problem solving (GPS) remains challenging due to lack of accurate step-by-step solution data and severe hallucinations during reasoning. In this paper, we propose GeoGen, a pipeline that can automatically generates step-wise reasoning paths for geometry diagrams. By leveraging the precise symbolic reasoning, GeoGen produces large-scale, high-quality question-answer pairs. To further enhance the logical reasoning ability of MLLMs, we train GeoLogic, a Large Language Model (LLM) using synthetic data generated by GeoGen. Serving as a bridge between natural language and symbolic systems, GeoLogic enables symbolic tools to help verifying MLLM outputs, making the reasoning process more rigorous and alleviating hallucinations. Experimental results show that our approach consistently improves the performance of MLLMs, achieving remarkable results on benchmarks for geometric reasoning tasks. This improvement stems from our integration of the strengths of LLMs and symbolic systems, which enables a more reliable and interpretable approach for the GPS task. Codes are available at https://github.com/ycpNotFound/GeoGen.

Large Language Models (LLMs) are increasingly being adopted as tools for learning; however, most tools remain text-only, limiting their usefulness for domains where visualizations are essential, such as mathematics. Recent work shows that LLMs are capable of generating code that compiles to educational figures, but a major bottleneck remains: scalable evaluation of these diagrams. We address this by proposing DiagramIR: an automatic and scalable evaluation pipeline for geometric figures. Our method relies on intermediate representations (IRs) of LaTeX TikZ code. We compare our pipeline to other evaluation baselines such as LLM-as-a-Judge, showing that our approach has higher agreement with human raters. This evaluation approach also enables smaller models like GPT-4.1-Mini to perform comparably to larger models such as GPT-5 at a 10x lower inference cost, which is important for deploying accessible and scalable education technologies.

Existing dialog state tracking (DST) models are trained with dialog data in a random order, neglecting rich structural information in a dataset. In this paper, we propose to use curriculum learning (CL) to better leverage both the curriculum structure and schema structure for task-oriented dialogs. Specifically, we propose a model-agnostic framework called Schema-aware Curriculum Learning for Dialog State Tracking (SaCLog), which consists of a preview module that pre-trains a DST model with schema information, a curriculum module that optimizes the model with CL, and a review module that augments mispredicted data to reinforce the CL training. We show that our proposed approach improves DST performance over both a transformer-based and RNN-based DST model (TripPy and TRADE) and achieves new state-of-the-art results on WOZ2.0 and MultiWOZ2.1.

Although Large Language Models (LLMs) and Large Multimodal Models (LMMs) exhibit impressive skills in various domains, their ability for mathematical reasoning within visual contexts has not been formally examined. Equipping LLMs and LMMs with this capability is vital for general-purpose AI assistants and showcases promising potential in education, data analysis, and scientific discovery. To bridge this gap, we present MathVista, a benchmark designed to amalgamate challenges from diverse mathematical and visual tasks. We first taxonomize the key task types, reasoning skills, and visual contexts from the literature to guide our selection from 28 existing math-focused and visual question answering datasets. Then, we construct three new datasets, IQTest, FunctionQA, and PaperQA, to accommodate for missing types of visual contexts. The problems featured often require deep visual understanding beyond OCR or image captioning, and compositional reasoning with rich domain-specific tools, thus posing a notable challenge to existing models. We conduct a comprehensive evaluation of 11 prominent open-source and proprietary foundation models (LLMs, LLMs augmented with tools, and LMMs), and early experiments with GPT-4V. The best-performing model, Multimodal Bard, achieves only 58% of human performance (34.8% vs 60.3%), indicating ample room for further improvement. Given this significant gap, MathVista fuels future research in the development of general-purpose AI agents capable of tackling mathematically intensive and visually rich real-world tasks. Preliminary tests show that MathVista also presents challenges to GPT-4V, underscoring the benchmark's importance. The project is available at https://mathvista.github.io/.

An oft-cited open problem of federated learning is the existence of data heterogeneity at the clients. One pathway to understanding the drastic accuracy drop in federated learning is by scrutinizing the behavior of the clients' deep models on data with different levels of "difficulty", which has been left unaddressed. In this paper, we investigate a different and rarely studied dimension of FL: ordered learning. Specifically, we aim to investigate how ordered learning principles can contribute to alleviating the heterogeneity effects in FL. We present theoretical analysis and conduct extensive empirical studies on the efficacy of orderings spanning three kinds of learning: curriculum, anti-curriculum, and random curriculum. We find that curriculum learning largely alleviates non-IIDness. Interestingly, the more disparate the data distributions across clients the more they benefit from ordered learning. We provide analysis explaining this phenomenon, specifically indicating how curriculum training appears to make the objective landscape progressively less convex, suggesting fast converging iterations at the beginning of the training procedure. We derive quantitative results of convergence for both convex and nonconvex objectives by modeling the curriculum training on federated devices as local SGD with locally biased stochastic gradients. Also, inspired by ordered learning, we propose a novel client selection technique that benefits from the real-world disparity in the clients. Our proposed approach to client selection has a synergic effect when applied together with ordered learning in FL.

Vision-Language Models (VLMs) have shown remarkable performance on diverse visual and linguistic tasks, yet they remain fundamentally limited in their understanding of 3D spatial structures. We propose Geometric Distillation, a lightweight, annotation-free fine-tuning framework that injects human-inspired geometric cues into pretrained VLMs without modifying their architecture. By distilling (1) sparse correspondences, (2) relative depth relations, and (3) dense cost volumes from off-the-shelf 3D foundation models (e.g., MASt3R, VGGT), our method shapes representations to be geometry-aware while remaining compatible with natural image-text inputs. Through extensive evaluations on 3D vision-language reasoning and 3D perception benchmarks, our method consistently outperforms prior approaches, achieving improved 3D spatial reasoning with significantly lower computational cost. Our work demonstrates a scalable and efficient path to bridge 2D-trained VLMs with 3D understanding, opening up wider use in spatially grounded multimodal tasks.

Reinforcement learning has proven its effectiveness in enhancing the reasoning capabilities of large language models. Recent research efforts have progressively extended this paradigm to multimodal reasoning tasks. Due to the inherent complexity and diversity of multimodal tasks, especially in semantic content and problem formulations, existing models often exhibit unstable performance across various domains and difficulty levels. To address these limitations, we propose VL-Cogito, an advanced multimodal reasoning model trained via a novel multi-stage Progressive Curriculum Reinforcement Learning (PCuRL) framework. PCuRL systematically guides the model through tasks of gradually increasing difficulty, substantially improving its reasoning abilities across diverse multimodal contexts. The framework introduces two key innovations: (1) an online difficulty soft weighting mechanism, dynamically adjusting training difficulty across successive RL training stages; and (2) a dynamic length reward mechanism, which encourages the model to adaptively regulate its reasoning path length according to task complexity, thus balancing reasoning efficiency with correctness. Experimental evaluations demonstrate that VL-Cogito consistently matches or surpasses existing reasoning-oriented models across mainstream multimodal benchmarks spanning mathematics, science, logic, and general understanding, validating the effectiveness of our approach.

LLMs have demonstrated strong mathematical reasoning abilities by leveraging reinforcement learning with long chain-of-thought, yet they continue to struggle with theorem proving due to the lack of clear supervision signals when solely using natural language. Dedicated domain-specific languages like Lean provide clear supervision via formal verification of proofs, enabling effective training through reinforcement learning. In this work, we propose Seed-Prover, a lemma-style whole-proof reasoning model. Seed-Prover can iteratively refine its proof based on Lean feedback, proved lemmas, and self-summarization. To solve IMO-level contest problems, we design three test-time inference strategies that enable both deep and broad reasoning. Seed-Prover proves 78.1% of formalized past IMO problems, saturates MiniF2F, and achieves over 50\% on PutnamBench, outperforming the previous state-of-the-art by a large margin. To address the lack of geometry support in Lean, we introduce a geometry reasoning engine Seed-Geometry, which outperforms previous formal geometry engines. We use these two systems to participate in IMO 2025 and fully prove 5 out of 6 problems. This work represents a significant advancement in automated mathematical reasoning, demonstrating the effectiveness of formal verification with long chain-of-thought reasoning.

Vision-Language-Action (VLA) models have emerged as a promising framework for enabling generalist robots capable of perceiving, reasoning, and acting in the real world. These models usually build upon pretrained Vision-Language Models (VLMs), which excel at semantic understanding due to large-scale text pretraining. However, VLMs typically lack precise spatial understanding capabilities, as they are primarily tuned on 2D image-text pairs without 3D supervision. To address this limitation, recent approaches have incorporated explicit 3D inputs such as point clouds or depth maps, but this necessitates additional depth sensors or defective estimation. In contrast, our work introduces a plug-and-play module that implicitly injects 3D geometry features into VLA models by leveraging an off-the-shelf visual geometry foundation models. We design five spatially challenging tasks that require precise spatial understanding ability to validate effectiveness of our method. Extensive evaluations show that our method significantly improves the performance of state-of-the-art VLA models across diverse scenarios.

Multimodal large language models (MLLMs) still perform poorly on scientific tasks, particularly those requiring multi-step and interpretable reasoning. Their limitations include insufficient scientific reasoning patterns, lack of global coherence in multi-step inference, and the absence of reflective self-correction, making them unreliable in structured scientific contexts. We introduce EduFlow, the first end-to-end framework that covers the full pipeline of educational scientific reasoning, including data selection, MCTS-based trajectory construction, model training, and output optimization. At its core is EduPRM, a process-aware reward model that critiques reasoning steps with tags and justifications. EduPRM is trained via curriculum learning on three complementary supervision sources: MCTS-guided trajectories, error-injected critiques, and teacher-student dialogues, enabling dynamic adaptation to multi-stage problem solving and iterative refinement during inference. We further propose EduMCTS, a domain-adapted search framework that introduces bootstrapping actions specifically designed for educational reasoning, such as a self-reflection mechanism that promotes reflective error correction. It further leverages EduPRM's fine-grained feedback to guide the search toward higher-quality reasoning trajectories. By applying self-consistency and rejection sampling, we constructed EduMCTS-160K, a large-scale dataset of educational reasoning trajectories. Extensive experiments demonstrate that EduFlow enhances reasoning consistency and coherence. Code, data, and models will be released.

Large Language Reasoning Models have demonstrated remarkable success on static tasks, yet their application to multi-round agentic planning in interactive environments faces two fundamental challenges. First, the intractable credit assignment problem renders conventional reinforcement learning ineffective in sparse-reward settings. Second, the computational overhead of verbose, step-by-step reasoning histories is prohibitive. To address these challenges, we propose BPO, a three-stage framework (bootstrapping, extrapolation, and refinement) that establishes a self-improving data flywheel to develop robust reasoning models for long-horizon, sparse-reward environments. Our framework first bootstraps efficient reasoning using the proposed planning quaternions with long-short chain-of-thought fusion. It then extrapolates to out-of-distribution tasks through complexity-stratified curriculum learning. Finally, the model iteratively refines itself by learning exclusively on experiences selected via reward-gated rejection sampling. Experiments on ALFWorld, ScienceWorld, and WebShop demonstrate that our approach achieves state-of-the-art with significant token efficiency, providing a new recipe for reasoning models in agentic planning.

Humans have the ability to reason about geometric patterns in images and scenes from a young age. However, developing large multimodal models (LMMs) capable of similar reasoning remains a challenge, highlighting the need for robust evaluation methods to assess these capabilities. We introduce \Turtle, a benchmark designed to evaluate LMMs' capacity to interpret geometric patterns -- given visual examples, textual instructions, or both -- and generate precise code outputs. Inspired by turtle geometry, a notion used to teach children foundational coding and geometric concepts, TurtleBench features tasks with patterned shapes that have underlying algorithmic logic. Our evaluation reveals that leading LMMs struggle significantly with these tasks, with GPT-4o achieving only 19\% accuracy on the simplest tasks and few-shot prompting only marginally improves their performance (<2%). \Turtle highlights the gap between human and AI performance in intuitive and visual geometrical understanding, setting the stage for future research in this area. \Turtle stands as one of the few benchmarks to evaluate the integration of visual understanding and code generation capabilities in LMMs, setting the stage for future research. Code and Dataset for this paper is provided here: https://github.com/sinaris76/TurtleBench{https://github.com/sinaris76/TurtleBench}

Modern language models rely on static vocabularies, fixed before pretraining, in contrast to the adaptive vocabulary acquisition observed in human language learning. To bridge this gap, we introduce vocabulary curriculum learning, an approach that improves pretraining efficiency with log-linear scaling gains relative to vocabulary size. Our method alternates between entropy-guided vocabulary expansion and model optimization, enabling models to learn transferable representations across diverse tokenization granularities. This approach naturally gives rise to an optimal computation allocation pattern: longer tokens capture predictable content, while shorter tokens focus on more complex, harder-to-predict contexts. Experiments on small-scale GPT models demonstrate improved scaling efficiency, reinforcing the effectiveness of dynamic tokenization. We release our code to support further research and plan to extend our experiments to larger models and diverse domains.

Multimodal Large Language Models (MLLMs) have shown promising capabilities in mathematical reasoning within visual contexts across various datasets. However, most existing multimodal math benchmarks are limited to single-visual contexts, which diverges from the multi-visual scenarios commonly encountered in real-world mathematical applications. To address this gap, we introduce MV-MATH: a meticulously curated dataset of 2,009 high-quality mathematical problems. Each problem integrates multiple images interleaved with text, derived from authentic K-12 scenarios, and enriched with detailed annotations. MV-MATH includes multiple-choice, free-form, and multi-step questions, covering 11 subject areas across 3 difficulty levels, and serves as a comprehensive and rigorous benchmark for assessing MLLMs' mathematical reasoning in multi-visual contexts. Through extensive experimentation, we observe that MLLMs encounter substantial challenges in multi-visual math tasks, with a considerable performance gap relative to human capabilities on MV-MATH. Furthermore, we analyze the performance and error patterns of various models, providing insights into MLLMs' mathematical reasoning capabilities within multi-visual settings.

We study the problem of teaching multiple learners simultaneously in the nonparametric iterative teaching setting, where the teacher iteratively provides examples to the learner for accelerating the acquisition of a target concept. This problem is motivated by the gap between current single-learner teaching setting and the real-world scenario of human instruction where a teacher typically imparts knowledge to multiple students. Under the new problem formulation, we introduce a novel framework -- Multi-learner Nonparametric Teaching (MINT). In MINT, the teacher aims to instruct multiple learners, with each learner focusing on learning a scalar-valued target model. To achieve this, we frame the problem as teaching a vector-valued target model and extend the target model space from a scalar-valued reproducing kernel Hilbert space used in single-learner scenarios to a vector-valued space. Furthermore, we demonstrate that MINT offers significant teaching speed-up over repeated single-learner teaching, particularly when the multiple learners can communicate with each other. Lastly, we conduct extensive experiments to validate the practicality and efficiency of MINT.

We introduce RealmDreamer, a technique for generation of general forward-facing 3D scenes from text descriptions. Our technique optimizes a 3D Gaussian Splatting representation to match complex text prompts. We initialize these splats by utilizing the state-of-the-art text-to-image generators, lifting their samples into 3D, and computing the occlusion volume. We then optimize this representation across multiple views as a 3D inpainting task with image-conditional diffusion models. To learn correct geometric structure, we incorporate a depth diffusion model by conditioning on the samples from the inpainting model, giving rich geometric structure. Finally, we finetune the model using sharpened samples from image generators. Notably, our technique does not require video or multi-view data and can synthesize a variety of high-quality 3D scenes in different styles, consisting of multiple objects. Its generality additionally allows 3D synthesis from a single image.

Benefiting from contrastively trained visual encoders on large-scale natural scene images, Large Multimodal Models (LMMs) have achieved remarkable performance across various visual perception tasks. However, the inherent limitations of contrastive learning upon summarized descriptions fundamentally restrict the capabilities of models in meticulous reasoning, particularly in crucial scenarios of geometric problem-solving. To enhance geometric understanding, we propose a novel hard negative contrastive learning framework for the vision encoder, which combines image-based contrastive learning using generation-based hard negatives created by perturbing diagram generation code, and text-based contrastive learning using rule-based negatives derived from modified geometric descriptions and retrieval-based negatives selected based on caption similarity. We train CLIP using our strong negative learning method, namely MMCLIP (Multimodal Math CLIP), and subsequently train an LMM for geometric problem-solving. Experiments show that our trained model, MMGeoLM, significantly outperforms other open-source models on three geometric reasoning benchmarks. Even with a size of 7B, it can rival powerful closed-source models like GPT-4o. We further study the impact of different negative sample construction methods and the number of negative samples on the geometric reasoning performance of LMM, yielding fruitful conclusions. The code and dataset are available at https://github.com/THU-KEG/MMGeoLM.

The enduring legacy of Euclidean geometry underpins classical machine learning, which, for decades, has been primarily developed for data lying in Euclidean space. Yet, modern machine learning increasingly encounters richly structured data that is inherently nonEuclidean. This data can exhibit intricate geometric, topological and algebraic structure: from the geometry of the curvature of space-time, to topologically complex interactions between neurons in the brain, to the algebraic transformations describing symmetries of physical systems. Extracting knowledge from such non-Euclidean data necessitates a broader mathematical perspective. Echoing the 19th-century revolutions that gave rise to non-Euclidean geometry, an emerging line of research is redefining modern machine learning with non-Euclidean structures. Its goal: generalizing classical methods to unconventional data types with geometry, topology, and algebra. In this review, we provide an accessible gateway to this fast-growing field and propose a graphical taxonomy that integrates recent advances into an intuitive unified framework. We subsequently extract insights into current challenges and highlight exciting opportunities for future development in this field.