http://voyager.janeway.systems:9999/index.php/OJSM <div data-canvas-width="34.190002928823525">The <em>Ohio Journal of School Mathematics</em> is the journal of the Ohio Council of Teachers of Mathematics. The<em> Journal</em> is a medium for teachers from elementary to college level to present their ideas and beliefs about the teaching and learning of mathematics. Mathematics educators at all levels are encouraged to submit manuscripts for upcoming issues of the <em>Journal</em>.</div> en-US Ohio Journal of School Mathematics 2472-5986 <p>By submitting this agreement, the author hereby grants to The Ohio State University, on behalf of its University Libraries http://voyager.janeway.systems:9999/index.php/OJSM/article/view/10604 <p>In the following pages, we celebrate the life and legacy of Johnny F. Hill (1936–2025), a distinguished mathematics educator whose career spanned more than five decades in Ohio and beyond. Known for his passion for teaching, dedication to problem solving, and commitment to student-centered learning, Johnny inspired countless students, teachers, and colleagues. In the following, we share essays, personal stories, and recollections from those who knew him best. Together, the artifacts vividly illustrate Johnny’s influence as an innovator in mathematics education, an enthusiastic mentor, and a steadfast friend. Above all, this collection attests to the profound and lasting impact of Johnny Hill, whose warmth, curiosity, and belief in others continue to ripple through the mathematics education community.</p> David Kullman Jeff Wanko Suzanne Harper Michael Todd Edwards Copyright (c) 2025 David Kullman, Jeff Wanko, Suzanne Harper, Michael Todd Edwards 2025-07-29 2025-07-29 100 1 13 http://voyager.janeway.systems:9999/index.php/OJSM/article/view/10630 <p>This short article presents two visual proofs for classical partial fraction identities: one in two dimensions, the other in three. Rather than relying on algebraic manipulation, each diagram uses geometry to convey the decomposition clearly<br />and intuitively. The visual format invites students to explore the structure of the expressions without getting lost symbolic detail, opening space for meaningful discussion and deeper understanding. These diagrams may also serve as a springboard for students to create their own visual representation of algebraic ideas.</p> Hervé Svoboda Copyright (c) 2025 Hervé Svoboda 2025-07-29 2025-07-29 100 14 16