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新论文 · v1arXiv:2611.03627

Not All Reasoning Generalizes: A Case Study on Learning Generalizable Reasoning Strategies in RLVR

Ziqi Pang, Yu-Xiong Wang

Reinforcement learning with verifiable rewards (RLVR) can enable generalizable improvement for large language model (LLM) reasoning. This paper studies how to incentivize such generalization via reasoning strategies. We study this question with a controllable equation-solving framework: finding multiple inputs x for equations f(x)=y, where f is a non-bijective string function. This setting makes reasoning strategies observable while supporting a clear definition of easy-to-hard out-of-distribution (OOD) shifts, e.g., more solutions, longer y, etc. We uncover a subtle RLVR failure: it teaches the model to solve in-distribution tasks with high accuracy and structured step-by-step derivation, yet under OOD shifts, the same model abandons derivation and collapses to ineffective brute-force enumeration, causing sharp accuracy drops. This observation reveals the deeper challenges of RLVR generalization as it is neither incapable base model nor reward hacking, since the model succeeds in-distribution with the correct reasoning strategy. The key to mitigating this failure is an indirect intervention that surprisingly helps: co-training with bijective inversion tasks. Although these bijective tasks are actually not uniformly harder and even further from the non-bijective OOD evaluation, they make derivation more certain and substantially restore the correct strategy and accuracy under OOD shifts. This effect further motivates our theoretical analysis: outcome-only RLVR can shape reasoning processes through implicitly crediting the effective reasoning strategies more, even without process supervision. To conclude, our analysis framework and findings systematically reveal the crucial role and incentivization of reasoning strategies in RLVR generalization under OOD shifts. Code is available at https://github.com/ziqipang/rl_meta_thinking.

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cs.LG
arXiv ↗PDF ↗
新论文 · v1arXiv:2610.38990

Exploring AI Peer in Collaborative Mathematics Learning

Yiran Lin, Ye Deng, Ziqi Pan, Yongan Yu, Alexandra I. Cristea

Artificial intelligence (AI) agents are increasingly explored as collaborative learning partners in mathematics education, yet it remains unclear what makes an AI recognizable as a peer. This study examines how domain experts perceive and interact with an adaptive LLM-based peer agent combining a Big Five-informed persona with motivational state modulation for collaborative mathematics problem solving. Through thematic analysis of expert interviews, we identify conditions shaping peer perceptions, including emotional safety, shared control, and collaborative reasoning. Participants primarily judged the AI through its social behavior rather than mathematical capabilities. The AI was perceived more as a peer when it created a non-judgmental space, engaged in tentative reasoning, displayed appropriate imperfection, and respected participants' pace. Conversely, blind agreement and over-instruction reduced trust and shifted perceptions toward a tutor role. Based on these findings, we propose human-centered design dimensions for AI peer agents to guide future peer-oriented learning systems.

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cs.HC
arXiv ↗PDF ↗