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Abstract

This article is one of three responses to James E. Schultz’s reflections on how mathematics education in Ohio—particularly at The Ohio State University—has shaped mathematics teaching and learning across the United States and beyond. Schultz’s contributions are oral histories in written form, blending biographical and autobiographical elements. My response follows a similar approach. After a brief introduction, I reflect on—and expand upon—Schultz’s articles: Laying the Groundwork (2024a) and Incorporating Technology (2024b). I then examine how the issues and legacy discussed in these pieces relate to contemporary mathematics education and how Ohio continues to influence the field on a broader scale. I conclude with an epilogue recounting my first encounters with several key figures in this rich mathematical narrative.

Keywords: Curriculum reform, Mathematical pathways, Teacher professional development, Graphing calculators, Multiple linked representations, Research in mathematics education

How to Cite:

Rights: Gregory D Foley