Volume 103 • 2026 • Summer 2026 hero image.
Volume 103 • 2026 • Summer 2026

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
Engage, Reflect, Improve: Enhancing Statistical Consulting Courses with AI Simulations

Matheus Bartolo Guerrero, Jessica Jaynes and Sunny Nguyet Le

2026-05-16 Volume 103 • 2026 • Summer 2026 • 1-24

Thinking with Machines: Mediation, Joint Activity, and Embodiment in Mathematics Education through the Theory of Objectification
Thinking with Machines: Mediation, Joint Activity, and Embodiment in Mathematics Education through the Theory of Objectification

Paola Carolina Moreno Cabeza and Marisella Buitrago Ramírez

2026-05-16 Volume 103 • 2026 • Summer 2026 • 25-40

Fitting It All In: A Geometric Modeling Task
Fitting It All In: A Geometric Modeling Task

Carmen Smith

2026-05-16 Volume 103 • 2026 • Summer 2026 • 41-46

Mathematics Education Rooted in Culture: Contributions of Ethnomathematics to Classrooms from K–12 to Higher Education
Mathematics Education Rooted in Culture: Contributions of Ethnomathematics to Classrooms from K–12 to Higher Education

Ricardo Gonçalves Morelo

2026-05-16 Volume 103 • 2026 • Summer 2026 • 47-57

From Prompts to Pedagogy: Preservice Teachers’ Experiences with AI-Assisted Math and Science Integrated Lesson Planning
From Prompts to Pedagogy: Preservice Teachers’ Experiences with AI-Assisted Math and Science Integrated Lesson Planning

Hoyun Cho

2026-05-16 Volume 103 • 2026 • Summer 2026 • 58-73

The Art of Problem Posing: From Bouncing Balls to Infinite Series
The Art of Problem Posing: From Bouncing Balls to Infinite Series

Mahdi Imaninezhad

2026-05-16 Volume 103 • 2026 • Summer 2026 • 74-85

Proof Without Words: a² - b² = (a + b)(a - b) via Isosceles Triangle and Right Trapezoid
Proof Without Words: a² - b² = (a + b)(a - b) via Isosceles Triangle and Right Trapezoid

Munir Mahmood

2026-05-16 Volume 103 • 2026 • Summer 2026 • 86-87

Silent Geometry, Talking Roots
Silent Geometry, Talking Roots

Hervé Svoboda and Valentin Roustan

2026-05-16 Volume 103 • 2026 • Summer 2026 • 88-91

Empirical Probability Reimagined: InteractiveLearning with AI-Generated Simulations
Empirical Probability Reimagined: InteractiveLearning with AI-Generated Simulations

Utkarsh Kumar

2026-06-14 Volume 103 • 2026 • Summer 2026 • 92-98

How Preservice Teachers’ Confidence is Impacted by a Geometry Course
How Preservice Teachers’ Confidence is Impacted by a Geometry Course

Stephanie Darlene Hastings and Gabriel Matney

2026-06-17 Volume 103 • 2026 • Summer 2026 • 99-116

Lessons Learned from Redesigning a Coordinated Multi-section Math-for-Social-Sciences Course at a Research University
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

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