The discussion revolves around the impact of advanced mathematical tools like Wolfram|Alpha and Mathematica on academic integrity in mathematics education. Participants explore how these tools influence teaching methods and student behavior, particularly in the context of cheating.
Participants express varying opinions on the effectiveness of current educational strategies in light of technological advancements. There is no consensus on the best approach to address the issue of cheating.
Some assumptions about the effectiveness of tools and teaching methods remain unexamined, and the discussion does not resolve the historical origins of the flipped classroom model.
Denise Garcia knows that her students sometimes cheat, but the situation she unearthed in February seemed different. A math teacher in West Hartford, Connecticut, Garcia had accidentally included an advanced equation in a problem set for her AP Calculus class. Yet somehow a handful of students in the 15-person class solved it correctly. Those students had also shown their work, defeating the traditional litmus test for sussing out cheating in STEM classrooms.
Garcia was perplexed, until she remembered a conversation from a few years earlier. Some former students had told her about an online tool called Wolfram|Alpha that could complete complicated calculations in seconds. It provided both the answers and the steps for reaching them, making it virtually undetectable when copied as homework.
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I am not sure Khan academy was first to suggest this. The approach is similar to flipped classroom and you can also add quizzes to your videos to make them more interactive (I have done this) and reduce the risk of students alt-tabbing to facebook.jedishrfu said:This article brings back the idea that khan academy suggested where homework was done in class and class work i.e. Watching khan academy videos was done at home. In this way, students would not be able to,call upon Mathematica or other tools to cheat.