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Wolfram Alpha Rekindles Campus Math Tool Debate
An anonymous reader sends in a story about how Wolfram Alpha is becoming the latest tool students are using to help with their schoolwork, and why some professors are worried it will interfere with the learning process. Quoting:
"The goal of WolframAlpha is to bring high-level mathematics to the masses, by letting users type in problems in plain English and delivering instant results. As a result, some professors say the service poses tough questions for their classroom policies. 'I think this is going to reignite a math war,' said Maria H. Andersen, a mathematics instructor at Muskegon Community College, referring to past debates over the role of graphing calculators in math education. 'Given that there are still pockets of instructors and departments in the US where graphing calculators are still not allowed, some instructors will likely react with resistance (i.e. we still don't change anything) or possibly even with the charge that using WA is cheating.'"
IIRC, in regular college level calculus I wasn't allowed to use a graphing calculator. This was at a large public research university. I also don't think it would have helped...
"Anyone who [rips a CD] is probably engaging in copyright infringement." - David O. Carson
Just do what my school does and make assignments worth 10 - 15% and expect some noise. For a lot of professors, assignments are really only meant to keep the student up to date on the material. The students that rely on WolframAlpha will only end up screwing themselves over.
It's the Protestant Work Ethic that if it is easy (or easier to do) then it is somehow bad. Like all learning tools, this may be used for cheating, just like a butcher knife can be used to murder somebody. If I could have had feedback that was quick and easy when I was in school then I probably would have excelled at Mathematics instead of dropping it as soon as possible. Tools like this are great for people who can't afford tutors and who don't have family members who are educated enough to help them with their homework.
Math, I have heard it said, is the great (social/economic) equalizer, but experience has demonstrated that only people who are lucky enough to have exceptional teachers or middle class families will have the environment to excel. A well written software program cannot ignore you, no matter how poorly you are dressed or who your friends and enemies are.
Teachers who worry about cheating obviously don't have the skills to assess their students abilities.
Seeing as I'm about to graduate from CS with a minor in Math, the thing that I find funny is that there is so much focus on "results" and so little attention to process, particularly when it comes to learning. That being said, the biggest gripe I have with math in the classroom is the reliance by instructors and authors on readers to just "get" what is being taught; textbooks that provide one or two examples and assignments far beyond what the text really offers, or make the assumption that every reader is going to reflexively make all the intuitive leaps needed to get to the solution, and a correct one at that. Hey, I understand wanting to pass only the people who are willing to work hard to succeed, but right now the "system" makes people work hard for the wrong reasons. I can't say that I see Wolfram Alpha help the problem I outlined--it's a step sideward, really. At least now we can check our work? haha.
I just don't know if I can deal with all this math-debating.
It depends a lot on the nature of the class, so there's no one-size-fits-all answer for when tools like graphing calculators or WA should be allowed. In first year calculus, when you're learning how to integrate, a program that can do symbolic integration isn't an appropriate tool. On the other hand, for a first class in ODEs, the integration is the least essential part of the process and so the right tools make it easier to focus on whats really important. Yes, I know WA can solve diff eq's too, but that's just an example. Just requiring that work be shown isn't always sufficient, since it's an important skill in mathematics to understand how to get a solution, even when you can't immediately see what the solution is. So I don't think it's unreasonable for graphing calculators or things like Wolfram Alpha to be disallowed for certain classes. That being said, labelling it academic misconduct is pretty unreasonable. I look at it in the same as recommended homework problems: it's just a suggestion, but come exam time it's your funeral. Back to the first year calculus example, I remember the syllabus explicitly saying that all problem sets were to be completed independently and without computer aids. No one really did that, and the TAs didn't even try to enforce it. In university, formal evaluation carries most of the weight in grading. The people who just copied off of other people or the internet had a smooth ride until the first test.
Well Wolfram Alpha has been a big buzz kill for me.... My query was "average penis length?".... WA answered: 5.94 inches.
Now I understand the meaning of "ignorance is a bliss"
Let X_n and Y_n be positive integrable and adapted to F_n. Suppose E(X_{n+1}|F_n) \leq X_n + Y_n, with \sum Y_n \lt \infty a.s. Prove that X_n converges a.s. to a finite limit.
Wolfram|Alpha isn't sure what to do with your input.
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Useless!
Surely there must be ways to write a test for their students where they are not Internet enabled?
Let them mess up their learning process all they want if that's what they wish. :p It's a bit of a cliche, but it's really true -- "they're only fooling themselves".
Beware: In C++, your friends can see your privates!
Using math books is cheating. The only REAL way to learn algebra or calculus is to re-invent it like people did hundreds of years ago!
No, I will not work for your startup
I teach physics at a community college. Based on my own experiences, some of this speculation seems overblown to me.
I don't understand the part about test questions. Students aren't normally allowed at access the internet during an exam, and WA is a web-based service, so this seems like a total non-issue.
When it comes to homework, I can see slightly more reason for concern, but only slightly. Any math or science teacher who's collected homework papers knows that some students will always try to copy the answers from each other. Whatever way you have of handling that, I would think it would still work if they were getting their answers from WA. (Possible ways of handling it include not allowing students to turn in identical papers, or not counting homework for very much compared to exams.)
I don't see why it's a big deal that WA can show the steps it took to get the answer. That just makes it easier to tell whether the student is using WA. If 5 students in a class of 20 are using WA on their homework, it'll be pretty obvious that they all wrote down exactly the same steps in exactly the same order. This is very much like the situation where you hand out homework solutions every semester, and a student starts turning in homework papers that are verbatim copies of the homework solutions.
One thing that I really haven't liked in the past was that for a lot of the math classes at my school, they required students to buy a specific brand of graphing calculator, for about $300. That's a heck of a lot of money for a lot of broke community college students, and I don't see why a student who wants to learn calculus without a graphing calculator should have to buy one. There's actually quite a bit of FOSS symbolic math out there, e.g., sage, maxima, wxmaxima, yacas, and axiom. If the student has access to a computer, they can use one of those. If the student doesn't have access to a computer, then a web-based service like WA isn't going to make any difference. When it comes to web-based apps, integrals.com has been around for years now, so this isn't a new issue.
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The math class I learned the most in was a community college precalc class. I had to take it my senior year in high school because I had a schedule conflict with the high school precalc class. In the end, that was a really good thing.
As background, I am "good" at math, but not nearly to the extent of many geeks. I don't struggle with it to a great degree, but nor do I find it trivial. In university integration gave me a huge problem and I had to drop calc 2 to an audit after the first test because I couldn't learn it fast enough. I also am not a math head, I don't love it and desire to know tons about it. So I'm not bad at it, but not great at it.
Now then the class. Homework was given, and graded, but not counted. So you did as much or as little homework as you felt necessary. If you turned it in, the teacher would grade it thoroughly and give it back to you to let you know how you did, and where you made mistakes. No scores were recorded, it was for your learning. This let people like me, who find that listening in particular (I'm an auditory learner) and reading are more valuable than doing (I'm not much of a kinesthetic learner) spend time on that, rather than problems. Also if there was only a few areas you had trouble with, you did those problems, or more of those problems, rather than a bunch you already knew.
As for tests? All tests were graphing calculator allowed, open note, open book, open teacher. Yes, you could go up and ask him questions. He wouldn't give you the answer, but he'd help you figure out where and why you were stuck.
The way I know I learned so much in that class? Well one I did very well on the SATs which I took right near the end but more over was when I got in to university. One of the first things we did in calc 1 was take a precalc test. Teacher wanted to see where we stood. I aced that, beat everyone out, even those who had taken calculus in high school. Because of that precalc class, my precalc knowledge as solid.
Real, valuable, learning isn't about memorization. It isn't about how many facts and formulas you can store in your brain. That isn't useful anymore since a computer is way better at that than you will ever be. It isn't really even about analyzation, as in crunching numbers through formulas. Again, computers and crunch the numbers better than you. What it is about is synthesis, meaning integrating the knowledge in to your other knowledge, and about application, applying it to novel problems.
The reason is that's what you do in real life. When there's a network problem, my boss doesn't say "Fix that and you can't use any resources, you need to have everything in your head you need to know." I'm perfectly welcome to look in a reference book, check a website, use a calculator to do subnetting. The important ability is to solve the problem.
Those sorts of things should be perfectly testable, even when people have access to calculators, and books and the web and so on, just like in the real world.
So even with a highly analytical subject like math, you can teach like that. I know it can be done as I've experienced it. However it takes a good teacher, one who really understands the math, and not some guy who thinks math is just crunching a bunch of formulas from a book.
It is difficult to determine who is cheating in course work and who is supplying the most input with team work. At least with an exam there is a test of knowledge and understanding.
Yes, I already said that, which is why I said that I had no better alternative, and was simply pointing out that a typical exam isn't just testing your knowledge and understanding of the subject, it's also testing your exam-taking ability.
Come on Chris tell the truth. It's your friend who's good at exams and you who understand everything but can't, no matter how much you try, pass the damn things.
Truthfully, I'm great at taking exams. I could even pass ones when I didn't really understand the material that well. That's not bragging, because that ability is basically useless in the real world.
It is no wonder the middle of the road conscientious but not too bright are always in support of course work and ever ready to damn exams.
Be honest -- you're good at taking exams, but are too arrogant to admit that this doesn't necessarily mean you're the greatest at the subject matter, and too self-centered to consider how this affects anyone but yourself.
Besides, if you actually pay attention and read what I say I'm not damning exams. If this was a test in reading comprehension... So, go get a point then come back.
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I'm a math prof. at a reasonably large school.
I teach plenty of calculus.
When I grade, I don't care about the answer. I look at the way the student solves the problem. If the setup is correct, the computations are reasonable, and the flow of the solution demonstrates that the student knows what she's doing, then I give it full credit even if the answer is wrong. I couldn't care less about careless errors (poor pun intended). I'm measuring the student's problem solving abilities, not her ability to do lots of tedious computations in a short amount of time (that's what computers are for). Likewise, if a student magically produces the correct answer without showing any work (or if the work is clearly B.S.) then I give them no credit. The answer is irrelevant, it's the process that matters.
I am completely unconcerned about Wolfram Alpha.
I also have a CS background, and I recognize that most CS related jobs don't require calculus. However, the whole point of taking calculus is to practice logical reasoning. A good calculus course will force you to solve lots of long complex problems, clearly express your reasoning, and maybe even do a bunch of delta-epsilon proofs. Unfortunately, many calculus courses end up being reduced to mundane computations of derivatives and integrals... those courses ARE a waste of time.
p.s. If you're a student who actually wants to learn a subject, then go to that "rate my professor" site and look for professors who are "clear" and "hard". Take those professors. You won't learn much from an easy professor, and three years after you graduate that easy "A" will be meaningless.