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I think this is a difficult question because apps like this can be beneficial to students because it breaks down different ways for them to solve questions, and if they were to be doing homework and you are not there to help them that would be a great way for them to figure it out on their own. But on the other hand, I do not think that it would be beneficial to them for the app to just be giving them the answer, because lets be real, most of them are not going to use it as a source to help them learn, it will be used as something to give them the answers quicker. So maybe with extensive monitoring I could see it being okay? but other than that no I do not like those apps.

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I think that these resources can be beneficial to the students, as long as they are not abusing them. It can help them by breaking down the problems they do not know how to solve. They can see what steps to take and how to get the correct answer. However, I definitely think access to the type of programs that solve questions for you should be monitored or limited.

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To a certain extent, I think technology things that help solve math problems could be useful. If a student uses it without gaining any knowledge from it, I think that they should not use it. The reason because it does not benefit them in learning the material. If the student does gain knowledge with how the technology is solving the equation, it could be a good beneficial tool to them.

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I think there is certainly some potential value for this sort of tech in the classroom. As long as the educator continues to emphasize the process, the showing of your work, over getting the correct answer, it is fine. I think this technology could be used so that students can get some instant feedback. If they know what the correct answer is, and they know they have arrived at an incorrect answer, then they know that they need further assistance on the process.

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I think that students can learn from these programs/apps that allow them to solve a problem. I also think that when it comes time for an assessment, you may be able to see who really learned, and who may have been having some assistance. Similarly, when we had virtual students at our school last year, it was eventually easy to see who had parents doing schoolwork for them, and who did it themselves. Maybe it eventually all comes out in the wash-so to speak?

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With newer technology in math, it is difficult to gauge how students are learning with resources like Photomath, where students can take a picture of a math problem and get a solution. Is there a way to embrace this type of technology and allow to students to use it within reason, or should this type of resource be condemned totally?