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A reasoning trace can accompany a correct answer without providing effective supervision for a particular student. We study how to construct traces that improve learning beyond answer-only supervision by considering both their intermediate content and their accessibility to the target learner. We introduce ReDiST, a student-conditioned trace-construction and distillation framework for evidence-rich reasoning.
A reasoning trace retained at answer time plays two roles: it can raise accuracy, and it can compete with the current evidence when the two disagree. We disentangle these roles by crossing verified evidence versions with the traces generated from each and answering from the same traces and evidence under two configurations: continuation of the model's own thinking and a separate answer call.
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