Volume 102 • 2026 • Spring 2026 hero image.
Volume 102 • 2026 • Spring 2026

Almost every AI article here lands on the same point: the teacher stays in charge. The tool helps; it does not take over. For example, Selmer has prospective teachers use ChatGPT to study how students reason through a hard task, without handing the analysis to the machine. Trivedi uses GPT-4 to turn flat textbook word problems into ones rooted in students’ lives, but only when the teacher sets the social context and the pedagogy. Ozgun-Koca, Meagher, and Edwards treat ChatGPT as a co-worker while they build a GeoGebra fraction applet.

The issue is not all chatbots. For example, Imaninezhad evaluates an infinite series with nothing past finite differences. Joswick and colleagues turn a classroom’s seating chart into a coordinate plane, revealing it one point at a time. Bintz and Chaghervand make the case for teaching with picture-book biographies, beginning with Raye Montague.

DOI: https://doi.org/10.18061/ojsm.issue.362


Articles

Practical Applications of AI in Teaching Mathematics for Elementary Teachers
Practical Applications of AI in Teaching Mathematics for Elementary Teachers

Bridget K. Druken and Jason John McPheron

2026-02-02 Volume 102 • 2026 • Spring 2026 • 1-14

From Prompt to Practice: Using Artificial Intelligence to Support Productive Struggle in Elementary Mathematics Methods Courses
From Prompt to Practice: Using Artificial Intelligence to Support Productive Struggle in Elementary Mathematics Methods Courses

Alesia Mickle Moldavan

2026-02-02 Volume 102 • 2026 • Spring 2026 • 14-33

Math Isn’t Neutral: Designing Word Problems with GPT-4 for Relevance
Math Isn’t Neutral: Designing Word Problems with GPT-4 for Relevance

Mosum Trivedi

2026-02-15 Volume 102 • 2026 • Spring 2026 • 34-47

USING AN AI-BASED CHATBOT TO SUPPORT THE LEARNING OF ALGEBRAIC FACTORING
USING AN AI-BASED CHATBOT TO SUPPORT THE LEARNING OF ALGEBRAIC FACTORING

Mirelle Zavala Amezcua and Mario Sánchez Aguilar

2026-02-15 Volume 102 • 2026 • Spring 2026 • 48-59

Supporting Responsive Mathematics Teaching in Elementary Classrooms Using ChatGPT 
Supporting Responsive Mathematics Teaching in Elementary Classrooms Using ChatGPT 

Sarah Selmer

2026-02-15 Volume 102 • 2026 • Spring 2026 • 60-74

An Elementary Difference–Matrix Evaluation of the Series An Elementary Difference–Matrix Evaluation of the Series ∑(n=1 to ∞) nᵏ/2ⁿ
An Elementary Difference–Matrix Evaluation of the Series An Elementary Difference–Matrix Evaluation of the Series ∑(n=1 to ∞) nᵏ/2ⁿ

Mahdi Imaninezhad

2026-02-15 Volume 102 • 2026 • Spring 2026 • 75-80

Recognizing and Celebrating the Life and Times of Raye Montague: A Teaching Tip
Recognizing and Celebrating the Life and Times of Raye Montague: A Teaching Tip

William Paul Bintz and Shabnam Moini Chaghervand

2026-02-15 Volume 102 • 2026 • Spring 2026 • 81-83

“That’s Where I Sit!”: A Slow Reveal of the Coordinate Plane
“That’s Where I Sit!”: A Slow Reveal of the Coordinate Plane

Candace Joswick, Linda Krauser Williams and Matt Felton-Koestler

2026-02-15 Volume 102 • 2026 • Spring 2026 • 84-90

 Helping Students Hit the Target on Probability
 Helping Students Hit the Target on Probability

Ahmad M Alhammouri, Bre Winningham, Steve Phelps and Gregory D. Foley

2026-02-15 Volume 102 • 2026 • Spring 2026 • 91-100

AI as Collaborative Tool for Teachers for Effective Integration of Dynamic Geometry Tools
AI as Collaborative Tool for Teachers for Effective Integration of Dynamic Geometry Tools

S. Asli Ozgun-Koca, Michael Meagher and Todd Edwards

2026-02-15 Volume 102 • 2026 • Spring 2026 • 101-115

Using AI to Make Definitions Personal
Using AI to Make Definitions Personal

Jeremy Strayer and Ivan Lozano

2026-03-29 Volume 102 • 2026 • Spring 2026 • 116-125

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