What is clearly unfortunate in all subjects, is how assessments have become more and more formulaic, while what’s needed from the human (the human value-add) is doing what the computer doesn’t-becoming more creative, less rote having knowledge of what to do, not just facts to know or microprocesses to follow. The real-world change from ChatGPT for history is yet to manifest itself, so our target for change is not yet clear. You’d type, not write, you’d access information differently, but the subject has evolved, not been turned on its head by computers, at least up to now. In say, history, this has not been the case. You might say, but ChatGPT can write good history essays too, so why are you singling out maths A-level? Because it’s been clear for over a decade that the subject-matter is dramatically wrong, not only the assessment technique, because computers pre-ChatGPT were already central to real-world maths, but not eduational maths. While the combo of ChatGPT and Wolfram starkly makes this point, the problem is not new.

Alfram math