Volume 104 • 2026 • Fall 2026
Generative AI turns up again this issue, but the pieces I keep returning to are less about what the machine produces than about who is in the room deciding whether it is any good. Nabb brings Number Talks into undergraduate calculus and invites a chatbot in as one more voice; the moments that stay with me are the ones where his students refuse a fluent, confident answer — “that’s AI just exhibiting sycophantic tendencies.” Nava Guzmán and Sánchez Aguilar formalize that same division of labor into a six-phase model for analyzing students’ mathematical writing, in which the language model counts and the researchers interpret. I’ve added a short commentary alongside Nabb’s article, because his scoreboard — AI: 1, me: 0 — is more generous than it is accurate.
The rest is ordinary good mathematics teaching. Cox and Harper ask students to build animations in dynamic geometry software, where nothing works on the first attempt and revision stops feeling like a penalty. Taite and DiNapoli hand an Algebra 1 class a yogurt shop and ask for a shelving layout a real business could live with — accessible, appropriately stocked, and answerable to constraints the students have to name for themselves.
DOI: https://doi.org/10.18061/ojsm.issue.389
Articles
Design Thinking in Motion
Dana C. Cox and Suzanne R. Harper
2026-09-15 Volume 104 • 2026 • Fall 2026 • 1--10
AI: 1, Me: 0? Reconsidering the Scoreboard in the Calculus Classroom
Michael Todd Edwards
2026-09-15 Volume 104 • 2026 • Fall 2026 • 31--32
The Yogurt Shop Task: Bringing Mathematical Modeling Into the High School Classroom
Geena Taite and Joseph DiNapoli
2026-09-15 Volume 104 • 2026 • Fall 2026 • 33--40
The Interval (0,1) as Cosmic Archive: A Classroom Story
Mahdi Imaninezhad
2026-09-15 Volume 104 • 2026 • Fall 2026 • 41-59
The AI Counts, We Interpret: A Six-Phase Model for Partnering with Language Models in the Analysis of Students’ Mathematical Writing
Cristian Nava Guzmán and Mario Sánchez Aguilar
2026-09-15 Volume 104 • 2026 • Fall 2026 • 71--83
Posted by Carlos Lopez Gonzalez on 2026-08-27
Ed-tech founder Amrutha Vasan sat down with Carlos Lopez Gonzalez and Michael Todd Edwards to discuss why widening access to learning depends far less on the technology than on giving students real problems—and real purpose. Vasan left a job at Procter & Gamble at 23 to build virtual-reality learning in Mumbai, and over seven years her team brought more than 800 interactive simulations into [...]
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The Ohio Journal of School Mathematics (OJSM) publishes practical and scholarly articles for mathematics teachers at all grade levels, with a focus on classroom practice, professional growth, and connections between research and teaching. As an open-access journal, OJSM provides free access to ideas, strategies, and resources that support the teaching and learning of mathematics. All content is freely available immediately upon publication, without charge or registration. Readers may read, download, copy, distribute, print, search, or link to the full text of articles, and use them for any other lawful purpose, without prior permission from the publisher or the author, in accordance with the BOAI definition of open access. Articles are published under Attribution 4.0 (CC BY 4.0); authors retain copyright. We also invite authors to push the boundaries of what mathematics education can be—through experimentation, reflection, and creative re-imagining of classroom practice. OJSM welcomes manuscripts that provoke thought, showcase innovation, or blur traditional lines between teacher, researcher, and learner—all in service of helping mathematics come alive in Ohio's classrooms and beyond. |