A Hobbyist, a Chatbot, and an 80-Year-Old Problem News Feature — Source: ‘It is incredible’: How AI is transforming mathematics — Nature Liam Price has no formal mathematical training and hasn’t yet attended university — but working from home in southwest England, he used ChatGPT to break new ground on Erdős problem #1196, one of more than a thousand puzzles the Hungarian mathematician Paul Erdős collected over his lifetime. What unsettled specialists wasn’t just the answer but the route: where human solvers had reached for the language of probability theory, the model worked in the problem’s original framing and, in doing so, implicitly built a bridge between numbers and probability. The piece sits against a broader backdrop — AI also cracking a separate 80-year-old challenge — and captures a field watching its own methods shift under its feet. CREATIVE FORCE: When a result can come from someone outside the credentialing system entirely, the question stops being “can AI do mathematics?” and becomes “who gets to be a mathematician, and what counts as doing the work?” That’s a question math educators will be answering for their students very soon. ‘The Job Description Is Changing’: Terence Tao on the Rise of AI Interview — Source: ‘The job description is changing’: mathematician Terence Tao on the rise of AI — Nature If the Price story was interesting for you, this interview could be considered the sequel as it answerthe questions in the CREATIVE FORCE line. The Fields medalist pushes back on the loudest framing — a wave of coverage has suggested mathematics is being fundamentally overturned, and Tao notes that AI’s real capabilities are often hyped, and that it’s premature to declare the profession dead. But he doesn’t dismiss the shift either: by his account, in just the past year AI has moved from secondary-school-level problems to being genuinely useful in working mathematicians’ daily research. His through-line is collaboration, not replacement — a recalibration of what the day-to-day of the discipline looks like rather than its obituary.

Hello my name is Emmanuel azeko a final mathematics major student at the University of Ghana passionate about machine learning, AI and robotics i hope to contribute value and support to this community thank you all.

If you get a chance, I wrote an article last week that I think you'll find interesting. Feedback and thoughts are always encouraged and welcome! https://open.substack.com/pub/drkevinberkopes/p/the-teachers-twinge-why-faculty-confidence?r=2pvimo&utm_campaign=post-expanded-share&utm_medium=web

Here is an article I wrote last week on LinkedIN: https://www.linkedin.com/pulse/invest-people-tools-dr-kevin-berkopes-4cprc Check out the article from Chalkbeat about Sal Khan and Khan Academy's Khanmigo AI tutor. https://www.chalkbeat.org/2026/04/09/sal-khan-reflects-on-ai-in-schools-and-khanmigo/ In your experience, how common is the coherence problem mentioned in both pieces?

Think about a concept you teach — any concept involving quantity, measurement, comparison, or proportion. Post here: Walk through the three augmentations for that concept: 1. Precision — What vague perception does this concept make precise? 2. Shareability — How does this concept allow students to communicate what they sense to others? 3. Testability — How does this concept allow a claim to be checked against reality? If one of the three augmentations feels harder to identify than the others, name that too. It may reveal something about how the concept is currently being taught versus what it could become.