arXiv subjects

Haimo Zhang

Publications and source records attributed to Haimo Zhang.

3 recordsLinked to original sources

arXiv2026

The MiniMax-M2 Series: Mini Activations Unleashing Max Real-World Intelligence

We introduce the MiniMax-M2 series, a family of Mixture-of-Experts language models built around the principle that mini activations can unleash maximum real-world intelligence. The flagship M2 contains 229.9B total parameters with only 9.8B activated per token. Designed end-to-end for agentic deployment, the M2 series rests on three components: (i) agent-driven data pipelines producing large-scale, verifiable trajectories across agentic coding and agentic cowork, each grounded in an executable workspace and an artifact-aligned reward; (ii) Forge, a scalable agent-native RL system that adapts to long-horizon agent trajectories, paired with windowed-FIFO scheduling, prefix-tree merging, inference optimization, and a clean training-inference-agent decoupling that supports both white-box and black-box agents; (iii) the latest M2.7 checkpoint takes an early step toward self-evolution -- autonomously debugging training runs and modifying its own scaffold. Across M2 through M2.7, this combination translates a mini-activation footprint into frontier-tier performance on agentic coding, deep search, office-task, and reasoning benchmarks.

cs.AI↗

arXiv2025

MiniMax-M1: Scaling Test-Time Compute Efficiently with Lightning Attention

We introduce MiniMax-M1, the world's first open-weight, large-scale hybrid-attention reasoning model. MiniMax-M1 is powered by a hybrid Mixture-of-Experts (MoE) architecture combined with a lightning attention mechanism. The model is developed based on our previous MiniMax-Text-01 model, which contains a total of 456 billion parameters with 45.9 billion parameters activated per token. The M1 model natively supports a context length of 1 million tokens, 8x the context size of DeepSeek R1. Furthermore, the lightning attention mechanism in MiniMax-M1 enables efficient scaling of test-time compute. These properties make M1 particularly suitable for complex tasks that require processing long inputs and thinking extensively. MiniMax-M1 is trained using large-scale reinforcement learning (RL) on diverse problems including sandbox-based, real-world software engineering environments. In addition to M1's inherent efficiency advantage for RL training, we propose CISPO, a novel RL algorithm to further enhance RL efficiency. CISPO clips importance sampling weights rather than token updates, outperforming other competitive RL variants. Combining hybrid-attention and CISPO enables MiniMax-M1's full RL training on 512 H800 GPUs to complete in only three weeks, with a rental cost of just $534,700. We release two versions of MiniMax-M1 models with 40K and 80K thinking budgets respectively, where the 40K model represents an intermediate phase of the 80K training. Experiments on standard benchmarks show that our models are comparable or superior to strong open-weight models such as the original DeepSeek-R1 and Qwen3-235B, with particular strengths in complex software engineering, tool utilization, and long-context tasks. We publicly release MiniMax-M1 at https://github.com/MiniMax-AI/MiniMax-M1.

cs.CL↗

arXiv2023

Striving for Authentic and Sustained Technology Use In the Classroom: Lessons Learned from a Longitudinal Evaluation of a Sensor-based Science Education Platform

Technology integration in educational settings has led to the development of novel sensor-based tools that enable students to measure and interact with their environment. Although reports from using such tools can be positive, evaluations are often conducted under controlled conditions and short timeframes. There is a need for longitudinal data collected in realistic classroom settings. However, sustained and authentic classroom use requires technology platforms to be seen by teachers as both easy to use and of value. We describe our development of a sensor-based platform to support science teaching that followed a 14-month user-centered design process. We share insights from this design and development approach, and report findings from a 6-month large-scale evaluation involving 35 schools and 1245 students. We share lessons learnt, including that technology integration is not an educational goal per se and that technology should be a transparent tool to enable students to achieve their learning goals.

cs.HC↗