> using a calculator
Students who are at a level where they'd be learning to do the computations a calculator does, shouldn't have graded homework. And even at that level, real mathematics is more than just computation.
> getting answers from previous tests
Decades ago, my teachers and professors knew advanced tricks for this, like "not just reusing the test questions from last year". Sometimes they even changed the constants in math questions between sections of the class.
Reading previous tests (including correct answers) was never considered cheating, or even slightly unethical, in my education. In fact, one of our professors had this party trick of working through all the answers for a past-year exam (perhaps multiple of them; I can't recall the details, but certainly much faster than students were expected to work things out under exam conditions) in the space of a single lecture, near the end of the course. Students were meant to see this and learn from it (as well as be impressed).
> resubmitting assignments
Why would you ever not notice this?
>Students who are at a level where they'd be learning to do the computations a calculator does, shouldn't have graded homework. And even at that level, real mathematics is more than just computation.
So, a math level less than Real analysis shouldn't have graded homework?
>Decades ago, my teachers and professors knew advanced tricks for this, like "not just reusing the test questions from last year".
Math is not the only subject. For an English class, what constant would you change so that students get a comparable exam (especially if you are going to do this between sections in the same corhort)?
>resubmitting assignments
Students are not stupid, and obviously would not resubmit an assignment for the same teacher. However, there is a significant overlap between classes, so certain assignments should be retooled for other assignments.
The discourse around "cheating" with these products has always been a mistake. We should have characterized them less as "cheating machines" and more as "expediency machines." Because once you're invested in describing students as having academic dishonesty issues rather than skill issues, you've made it an administrative problem. You never come back from that.
For mine, we lost the issue long ago when accountability culture won. We should never have bothered with the idea that "mechanics, grammar, and proofreading" should be part of a "rubric" that "assessed outcomes" for "good writing." We should have just said "we don't care if you don't think this is worthwhile, because your time is worth nothing." The last two years of student labor certainly suggests this.