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Teach Small Models to Reason by Curriculum Distillation

Paper · 2025 · Wangyi Jiang, Yaojie Lu, Hongyu Lin et al.

Summary

The paper asks why small LLMs gain little when distilled directly from strong Large Reasoning Models (LRMs). Probing DeepSeek-R1-Distill-Qwen models (7B, 14B, 32B) on MATH, the authors compare four modes: full thinking (Think), thinking with self-reflection words blocked (NoRethink), skipped thinking (NoThink), and the base instruction-tuned model (Instruct). LRMs can compress their reasoning internally, and they still beat their LLM counterparts on hard problems even without visible thinking. Standard LLMs lack this hidden capacity and depend on external reasoning scaffolds. As a result, a small student finds the teacher's long traces too hard to imitate and the short implicit answers too dense to learn from. The proposed fix is a two-stage curriculum. Stage 1 builds the student's intuitive problem-solving using easy-problem solutions from an LLM teacher and NoThink answers from the LRM for the hardest problems. Stage 2 teaches the student to spell out its reasoning using pruned NoRethink traces. A 3B student trained this way beats single-stage distillation baselines on six math benchmarks, giving compact models with stronger reasoning at modest inference cost.

Key points

  • Probing setup: MATH dataset (7,500 problems, five difficulty levels), four samples per problem (temperature 0.6, top-p 0.95), reporting Pass@1 and token usage.
  • On the hardest problems, NoThink outperforms the Instruct baseline by up to about 7 percentage points at similar token cost. NoRethink is implemented by banning words such as "wait", "hmm", "but" and "verify".
  • Curriculum data:
    • Stage 1 uses Qwen2.5-32B-Instruct solutions for MATH levels 1–4 and DeepSeek-R1-Distill-Qwen-32B NoThink outputs for level 5.
    • Stage 2 uses LRM NoThink outputs for levels 1–4 and NoRethink traces for level 5.
    • Comparison includes the Mix-Long baseline, which mixes Instruct and Think data 4:1.
  • Results: the best curriculum-trained 3B student (Qwen2.5-3B family) averages 28.38 Pass@1, versus 26.65 for the strongest single-stage baseline. In Stage 2, NoRethink traces work better than either full Think traces or more NoThink data.
  • Limitations: the work covers only mathematics and English-language benchmarks, and it assumes access to a powerful LRM teacher.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

 Institutions

 Fields, topics and concepts

Cite

Cite as Wangyi Jiang, Yaojie Lu, Hongyu Lin, Xianpei Han and Le Sun. 2025. Teach Small Models to Reason by Curriculum Distillation. Proceedings of the 2025 Conference on Empirical Methods in Natural Language Processing.

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.18653/v1/2025.emnlp-main.376

@inproceedings{jiang2025teach,
  title = {{Teach Small Models to Reason by Curriculum Distillation}},
  author = {Wangyi Jiang, Yaojie Lu, Hongyu Lin, Xianpei Han and Le Sun},
  booktitle = {Proceedings of the 2025 Conference on Empirical Methods in Natural Language Processing},
  year = {2025},
  doi = {10.18653/v1/2025.emnlp-main.376},
  url = {https://doi.org/10.18653/v1/2025.emnlp-main.376}
}

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