Generative AI turns up throughout this issue. The pieces I keep returning to use it to make students think harder, not less. For example, Kumar runs thousands of coin tosses in a browser so a class can watch empirical probability settle toward its theoretical value. Cho’s preservice teachers discovered that the hard part of prompting a chatbot was naming what they didn’t yet understand themselves.
The focus isn't soley on AI. It's important for all of us to remember more timeless qualities of mathematics and the role of effective teachers. For example, Mahmood proves a² − b² = (a + b)(a − b) with one picture; Svoboda and Roustan do the same for the rules of square roots. Imaninezhad grows a textbook bouncing-ball problem into an infinite series. Smith hands future teachers a truck and a pile of boxes, then watches their first model fall apart.
DOI: https://doi.org/10.18061/ojsm.issue.379
Articles
Engage, Reflect, Improve: Enhancing Statistical Consulting Courses with AI Simulations
Matheus Bartolo Guerrero, Jessica Jaynes and Sunny Nguyet Le
2026-05-15 Volume 103 • 2026 • Summer 2026 • 1-24
Thinking with Machines: Mediation, Joint Activity, and Embodiment in Mathematics Education through the Theory of Objectification
Paola Carolina Moreno Cabeza and Marisella Buitrago Ramírez
2026-05-15 Volume 103 • 2026 • Summer 2026 • 25-40
Fitting It All In: A Geometric Modeling Task
Carmen Smith
2026-05-15 Volume 103 • 2026 • Summer 2026 • 41-46
The Art of Problem Posing: From Bouncing Balls to Infinite Series
Mahdi Imaninezhad
2026-05-15 Volume 103 • 2026 • Summer 2026 • 74-85
Silent Geometry, Talking Roots
Hervé Svoboda and Valentin Roustan
2026-05-15 Volume 103 • 2026 • Summer 2026 • 88-91
How Preservice Teachers’ Confidence is Impacted by a Geometry Course
Stephanie Darlene Hastings and Gabriel Matney
2026-06-16 Volume 103 • 2026 • Summer 2026 • 99-116
Lessons Learned from Redesigning a Coordinated Multi-section Math-for-Social-Sciences Course at a Research University
Samantha B. Patterson and Lawrence M Lesser
2026-06-29 Volume 103 • 2026 • Summer 2026 • 117-143
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. |