Frontier multimodal large language models (MLLMs) deliver impressive perception yet still falter on scientific and mathematical reasoning. Parameter-level adaptation is unavailable for closed-weight or on-device backbones, and stateless prompting forfeits any compounding benefit from problems already solved. We propose \textbf{DG-Mem}, a dual-grained agentic memory framework that augments a frozen MLLM with a non-parametric, externally stored memory built once from training-time rollouts and consulted read-only at test time. Motivated by the Complementary Learning Systems (CLS) account of human memory, DG-Mem factors its store into an instance-grounded exemplar memory and a category-level schema memory of IF-THEN rules, with a transient reflection store mediating their construction so that schemas are synthesized only from abstract reflections, never from exemplar text. Two design choices distinguish DG-Mem: an online concept categorizer that grows the category space incrementally during training rather than committing to a predefined taxonomy, and a Shapley context attribution procedure that decomposes correctness across the entire retrieved rule set and yields a per-rule utility that re-weights retrieval at test time. The pipeline introduces no gradient updates and is deployable on closed-weight or on-device backbones. Across MathVista, MMMU, and MMMU-Pro on four open-weight and proprietary backbones (Qwen3.5-27B, Qwen3.5-122B-A10B, GPT-5-Nano, Gemini-3-Flash), DG-Mem improves consistently over no-memory and competitive memory baselines.
Rebeka Popek, Vaghawan Ojha, Young Hwan Youcs.CV cs.HC
Many open educational resources are lacking in accessibility, especially in-depth image descriptions. In subjects like Science and Mathematics, however, it can be particularly difficult to write image descriptions since there can be many complicated expressions and names depending upon the course level. To help fill that gap in a small way, we introduce Math Image Descriptions for Accessible Learning (MIDAL), a math image-description dataset of 2,020 mathematical images spanning multiple educational levels, to aid in training vision language models to create image descriptions following accessibility best practices. We hope MIDAL is a valuable resource in enhancing the conversation and innovation regarding accessibility of STEM content in higher education. This dataset is however not just limited in math description generation but can also be used to fine-tune language models that can have improved mathematical reasoning and answers.
Chain-of-Thought (CoT) reasoning has extended from purely linguistic domains to multimodal scenarios; however, existing approaches often treat visual inputs as homogeneous or auxiliary signals, failing to capture the intricate and sample-specific dependencies between text and images in mathematical problem-solving. This gives rise to two core issues: first, the supervisory signals for visual content are generalized and coarse-grained, lacking adaptation to the actual necessity of visual information in each sample; second, training feedback becomes inaccurate when visual rewards are uniformly applied without distinguishing the complementary relationships among inputs. These limitations hinder models from achieving precise multimodal reasoning. In this work, we propose a framework for modeling fine-grained visual dependencies in mathematical reasoning. We first construct the MathVis-Fine dataset, augmenting fine-grained visual annotations with visual dependency ratings. Building upon this dataset, we introduce a two-stage progressive visual enhancement training paradigm that balances answer correctness rewards and visual grounding rewards according to the intrinsic visual dependency level of each sample, thereby mitigating reward bias and improving supervision accuracy. Extensive experiments demonstrate that the MathVis-Fine framework effectively enhances visual perception progressively based on visual dependency, offering a more precise training framework for multimodal mathematical reasoning. We will release the dataset upon acceptance.
Multimodal large language models are increasingly capable of complex reasoning, yet their performance often degrades when they must externalize a problem through a tool and then reason over the tool's output, specifically when they rely on visual aids. This gap is especially important because real engineering and scientific workflows often rely on visualization tools for analysis, validation, and decision-making. To study this discrepancy, we introduce VAMPS (Visual-Assisted Mathematical Problem Solving), a benchmark for graph-assisted mathematics. VAMPS contains 1,168 multimodal, bilingual multiple-choice question-answer pairs drawn from Iranian University Entrance Exam algebra and calculus problems and expanded with human-reviewed LLM-generated synthetic variants, all selected so that plotting provides a natural solution strategy by revealing intersections, extrema, asymptotes, etc. Designed for both benchmarking and diagnosis, VAMPS goes beyond prior multimodal benchmarks that primarily evaluate reasoning over fixed visual inputs by testing whether a model can benefit from constructing a useful graph and grounding its answer in the resulting visualization. Overall, we found that across a diverse set of models, direct analytical solving surprisingly outperforms tool-enabled visual solving, even on problems where plotting is a natural strategy.