automated tutoring systems

Abstract: Large language models (LLMs) draw on parametric knowledge and retrieval-augmented generation (RAG) to solve knowledge-intensive tasks. Yet problem solving in unfamiliar domains calls for tightly coupled knowledge acquisition and reasoning, beyond factual retrieval and aggregation or learning solely from a preassembled context. We study self-learning -- autonomously retrieving, studying, and applying knowledge from long-form reference materials on the fly. To investigate this capability, we formulate a textbook-based mathematical problem-solving task. LLMs must navigate textbook exposition, learn and apply relevant principles, and construct proofs for exercises, with reference solutions withheld. We introduce a BookNavigator interface to support this human-inspired study process and incentivize self-learning through reinforcement learning (RL) with fine-grained rewards. Experiments show that our method improves performance across in-domain and out-of-domain textbooks and subjects, raising Intern-S2-Preview-35B's overall proof accuracy from 51.5% to 79.5% and outperforming RL-trained textbook-free and fixed-retrieval baselines. These gains extend to complex long-context benchmarks involving different task types, with improvements over the base model of 1.7 and 2.3 percentage points on BrowseComp-Plus and CL-bench, respectively. Together, these findings suggest that RL can foster a domain-agnostic self-learning strategy, highlighting the potential of self-learning from long-form corpora to strengthen broader problem-solving capabilities on complex, long-context tasks.

Abstract: Self-evolving reasoning models learn from their own generated questions, yet repeated self-training can lead to performance collapse. In this paper, we investigate why performance deteriorates over successive rounds and how to sustain self-evolution. Our analysis identifies two recurring quality problems in self-generated questions: invalid questions and repeated variants of the same mathematical questions. First, invalid questions become more prevalent across rounds, and answer-consistency filtering further increases their proportion in training data. Second, existing question diversity controls based on lexical similarity can miss mathematically equivalent questions expressed in different ways, which leads to question diversity collapse in later training rounds. Building on these findings, we introduce R-Quest, which uses question validity and novelty feedback to guide self-evolution. We first train the solver to recognize and reject invalid questions, then use its judgments to guide questioner rewards and filter solver training data. To avoid question repetition, we use a frozen base model to compare sampled question pairs and provide novelty feedback. Empirically, our method consistently achieves the highest average performance on 12 benchmarks in mathematical reasoning, general-domain reasoning, and code generation across two model families. Additionally, R-Quest maintains stable performance gains over ten rounds of self-evolution, peaking in the final round and outperforming R-Zero by 17.32 points.

Abstract: On-policy self-distillation (OPSD) trains a question-only student with token-level feedback from a teacher given training-only privileged information (PI). OPSD therefore provides dense, on-policy supervision, and is free of a larger external teacher, but its effectiveness rests on how PI is designed and utilized. Our preliminary diagnostics suggest a significant gap between teacher utility and student learnability, where a small fraction of high-disagreement tokens dominate the distillation signal, and short teacher continuations at these positions further expose more explicit PI leakage than transferable correction cues, indicating a strong intent on injecting PI-conditioned shortcuts. We propose Adaptive On-Policy Self-Distillation (AOPSD), which adapts what information the teacher receives and how strongly its feedback influences learning. AOPSD encodes each solution as a reasoning DAG, orders problems by the student's evolving capability, and reveals only the affordable subgraph and its next frontier as PI. For high-disagreement tokens, AOPSD utilizes short teacher continuations as probes to encourage useful guidance while mitigating PI-conditioned shortcuts among teacher supervisions. On HMMT25, AIME24, AIME25, and BRUMo25, AOPSD achieves 72.5% Pass@8, which is 6.7 percentage points above OPSD and 4.2 above the strongest competing baseline while reducing 15 percentage points of training time at lower cost.

Abstract: Reinforcement Learning with Verifiable Rewards (RLVR) has been central to the recent success of Large Reasoning Models. However, while RLVR significantly improves single-sample accuracy, it often fails to expand the model's intrinsic reasoning coverage (pass@k) due to limited exploration during training. To address this, we optimize the structural design of train-time rollouts to enhance pass@k. Our analysis identifies three key design principles: (1) difficulty-adaptive rollout can play an important role in expanding pass@k, beyond serving as an efficiency heuristic; (2) tree-based rollout outperforms parallel sampling in discovering correct answers; and (3) sentence-entropy-guided forking overcomes the localization phenomenon of token-level branching to maximize semantic diversity. Building on these insights, we propose DATPO (Difficulty-Adaptive Sentence-entropy-guided Tree-structured Policy Optimization). DATPO integrates difficulty-adaptive tree search with a sibling-diversity advantage term, explicitly promoting semantic diversity to expand reasoning coverage during training. Experiments on mathematical reasoning benchmarks demonstrate that DATPO outperforms baselines especially in pass@k, which directly translates to superior test-time scaling performance.