Bonk (2000: 16) claims that students are members of what he defines as an “open educational world,” and that students can now “learn anything from anyone at any time,” meaning that any factual knowledge is seconds away from accessing it and acquiring it. Factual knowledge is available, indeed, when we need it, given the technological world in which we live. But this does not imply an understanding of what it entails. Matuk and Linn (2023: 263) stress that there is in fact a pressing need for students to engage in “diverse sources of scientific information meaningfully and exchange ideas in ways to value an individual’s prior ideas.” So, if students are just processing factual knowledge to get a basic understanding of the world, how is their learning genuinely undergoing a transformation, as some now suggest? At one end of the spectrum, there is a vision that through the open informational world, innovative ideas can happen at any moment. While this can be true across all disciplines, students still need to develop critical filters with regard to the information, and this, in our view, entails the kind of knowledge that comes from enhanced mathematical learning and reasoning. Students themselves are actually providing new ways to assess how to extract rationales and reasoning patterns behind viewpoints to address pressing conflicting societal issues on their own. How do students formulate and craft an argument to be able to defend a position, perhaps using mathematics as a cognitive strategy? How can they come to a sound conclusion as to what is misinformation? This chapter will suggest that students can advance their views more critically and argumentatively not only through standard schooling in mathematics but also with AI complementation, which has been made especially available with the advent of ChatGPT.