I am a High School Math Teacher and I have noticed a tremendous increase in cheating on homework and some classwork. Does anyone have any suggestions on how to stop the cheating on Math homework and Classwork

I can think of 3 different ways. 1. Have homework where there isn't one right answer. These could involve more writing, having to defend their opinions etc. 2. Have homework where not everyone gets the same exact homework. 3. Sometimes have quizzes that are based on the last night's homework that are worth far more than the homework. This will give an incentive to understand the homework and not just copy it as that can lead to not being prepared for the quiz. High schoolers and preventing cheating can be quite a challenge. Good luck to you.

Be blunt and tell them you noticed cheating going on. Give homework little value and have the tests and quizzes be almost their entire grade. If they don't do the work, they won't pass the quizzes and tests. Let them know that those who do the work and learn the material will do well. Those who do not will fail. It is up to them. Also, if you have "office hours" or time for student help, remind them if they don't understand the work you are available. Then let them fail. Homework is practice time. Don't make it assessed learning. You have no control over it.

I post the homework and classwork answers online so it's simply foolish if they don't have it correct.Check it for completion, keep it a small percentage of the grade (20% at an absolute maximum, though less if you are allowed), and use the other assessments as a larger part of the grade.

It's homework. If they copied someone, let's hope some of the processes stuck in their brain! As long as the work is shown, I'm good with it.

Keep the homework percentage of the grade as small as absolutely possible/allowed. We know copying happens, but it doesn't have to make more work for you. Grade accordingly, giving much greater weight to tests and big projects. These are probably a better way to assess comprehension and mastery, and they tend to be better motivators for those who blow off HW. If they find that learning the HW principles would have been very useful, well, lesson learned. Face it - some students really do learn from the copied work, probably by seeing the same concepts presented/worked differently. For this student, copying the HW is actually valuable. What is tricky is knowing who has the HW worth copying.

When I taught Math 7 (Middle school......about 10 years ago), I used the following grading categories....... Homework (40%) Tests (25%) Quizzes (25%) Daily Participation (10%) My homework assignments were a little lengthy, although it led to an extremely high passing rate (on the final exam). Students who did not do their homework had low grades. I prevented cheating by having students work on the homework assignments in class. Student did finish the worksheet at home. I graded all homework for accuracy. Students had to show all work for credit. Just writing down answers resulted in zero credit. Late homework assignments can be turned in (I did accept them up to one week after the due date for full credit.)! I also gave pop quizzes that were participation grades. Students could not complete corrections on the participation quizzes. Tests, quizzes, and homework could be corrected. I wanted to move to Special Education, even though the middle school principal wanted me to remain a Math 7 teacher.

Good point. However, those assignments were the homework. The students had to finish the assignment for homework. The assignments were homework.

I think the best advice is to only make homework a small portion of the grade. If they do it on their own they'll learn it better and do better on the tests. The copiers might get credit for the homework, but will most likely do poorly on the tests.

Making homework 40% of their grade (10 years ago, when I taught Math 7) worked very well. Students were encouraged to do the homework and did relatively well on the tests and quizzes. There were some students who tried very hard, stayed after, and had a 100 homework average still did poorly on tests and quizzes. I do have to say that cheating was never really a problem when I taught Math 7. Math is about practicing the skills and lessons. Homework is practice. The more the students practice, the better they will generally do on assessments.

Homework as 40% of their grade is way too much, in my opinion. I teach in a Title 1 school and a lot of students don't have the support at home required to do the hw. Other students have parents who will do the homework for them. Homework is worth 5% in my class. The kids really don't understand the breakdown, so they still do the homework and think it counts for a lot. But it doesn't bump kids grades down too much if they don't do any. I mainly assign review homework assignments. If kids cheat on homework, I let it go because it's hard to prove. I don't mind if they work together.

It was a decision I made about 10 years ago. At the point, it was a great idea and worked very well for a lot of my students. To put into perspective, 9 years ago.....I started teaching in an Elementary special class. I was actually begged to stay as a Math 7 teacher, but I did it for 2 years and really want to work in an SC setting. I understand 40% is a lot, but it lead to improved assessment scores and making tests and quizzes 25% lead to less pressure and stress. It was 09-10...second year of teaching Math 7. 100% of my students passed. About 40% of those students passed with a 90 or higher. The other Math 7 teacher......had 9 students fail. I do want to say that I was the inclusion Math 7 teacher. I did grade all homework assignments for accuracy.

At our school, we use "standards based grading". How this works is that homework is worth 0% of your grade. You "have" to do it to succeed. Standards Based Grading (SBG) means that they have the chance to retake their quizzes, once. In order to qualify for a retake, they have to have 100% of their homework in. If they choose to copy homework, that's to their detriment. I teach high school science and I found that this approach works best for me. At first, I was skeptical and against it but I find that most of my kids do their HW honestly to qualify for the quiz retake. Our math department adopted this as well. By the way, quizzes are very short - 1 to 3 questions long and cover just one standard. This means that they get many quizzes over the course of the marking period. They are just shorter than your traditional quizzes and take maybe 15 min to complete.

Let them copy off you instead with your rules. Give them the answers and the work already shown, with each step justified and have them copy it word for word as homework, including each step AND all the work. Don't require them to think at all. They are just learning the laws, which is memorization and therefore cheating is not really cheating. Then give in-class quizzes randomly where they actually have to solve the problems themselves. Give optional extra problems for extra credit if the district allows it. Use word problems on the test and let them use their homework as notes. Before the test, also give a cumulative sheet that requires them to justify each step on their own. Notes/Homework- 15% - drop lowest grade per quarter Tests- 85% - replace lowest failing grade with 60