In the third episode of this four-part series, our guests explore artificial intelligence’s impact on mathematics curricula. First, Elizabeth Loew, Executive Editor, and Christopher Tominich, Senior Editor, both in the Mathematics book group at Springer Nature, explain how undergraduate math students have adapted their skills and learning strategies in response to the rise of AI tools. As Chris notes, despite automated advancements, students still need to “think mathematically” and understand the logic behind their answers. Referencing specific subjects and schools of study, Elizabeth and Chris discuss changes math departments have made to better prepare students for research and careers that intersect with AI. Last, our guests underscore that instructors and librarians must communicate to mathematics students that exploration with AI tools requires verification and academic rigor.

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