{"id":26538,"date":"2025-09-18T11:47:11","date_gmt":"2025-09-18T09:47:11","guid":{"rendered":"https:\/\/pv-fundacionbankinter-webcorporativa-dev.servidortemporal.net\/?post_type=noticias&p=26538"},"modified":"2025-12-01T23:15:01","modified_gmt":"2025-12-01T22:15:01","slug":"conrad-wolfram-if-we-teach-as-if-computers-didnt-exist-we-are-failing","status":"publish","type":"noticias","link":"https:\/\/pv-fundacionbankinter-webcorporativa-dev.servidortemporal.net\/en\/news\/conrad-wolfram-if-we-teach-as-if-computers-didnt-exist-we-are-failing\/","title":{"rendered":"Conrad Wolfram: \u201cIf we teach as if computers didn\u2019t exist, we are failing\u201d"},"content":{"rendered":"\n

Conrad Wolfram is one of the leading voices in reinventing mathematics for the age of artificial intelligence. Founder of the Computer-Based Math project and Strategic Director of Wolfram Research in Europe, he has spent over a decade arguing that computers must stop being ignored in the classroom. His successful book The Math(s) Fix<\/em> (2020) proposes a radical transformation of the curriculum, prioritizing computational thinking over manual calculation. Wolfram has collaborated with the Future Trends Forum of Fundaci\u00f3n Innovaci\u00f3n Bankinter and has shared his message on platforms like TED and the London School of Economics.<\/p>\n\n\n\n

In this interview, Conrad Wolfram expands on the principles of his approach: from criticizing an education system stuck in the past to his vision of teaching connected to the real challenges of the 21st century, in a world saturated with data and shaped by artificial intelligence.<\/p>\n\n\n\n

The underlying problem and the proposed change<\/strong><\/h2>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter:<\/strong> Why is it still so difficult to change how mathematics is taught, even when everyone seems to agree that the current model doesn\u2019t work?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> Much of today\u2019s education debate revolves around how to teach the same things we\u2019ve always taught, but now with AI. And that\u2019s not the right starting point. The math being taught today is still based on a world where computers didn\u2019t exist. The education system has evolved, but its core hasn\u2019t changed. And when it comes to changing it, many people say, \u201cYes, we need to reform math.\u201d But what they really want is to make the old system work a bit better, not transform it.<\/p>\n\n\n\n

I think many people don\u2019t realize how much of the math content we teach is the same as it was 100 years ago. When they ask, \u201cWhy don\u2019t kids learn math?\u201d they usually mean why don\u2019t they learn the same procedures they did. But the real question should be: are those procedures still relevant in a world with AI and computers? In my view, they\u2019re not. So the first step is to completely rethink what it means to know math today.<\/p>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> So what would be the first step in rethinking it?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> We must start by asking what people need to learn, not just how to teach it. And for that, we need a practical vision: how is math actually used? What I propose isn\u2019t easier\u2014on the contrary, it\u2019s intellectually more demanding. But it\u2019s more relevant. Many governments think that introducing computers makes things easier for students. In reality, it makes them harder, because they can tackle much more complex problems, but also ones more connected to the real world.<\/p>\n\n\n\n

For years, reforms have failed because they\u2019ve tried to happen without using computers. And of course, without computers, you can only solve very simple problems. But when you integrate technology, you can address real problems. And that\u2019s what we need to teach: how to use modern tools to understand and solve the world around us.<\/p>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> Is that the new approach you propose?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> What we advocate is starting with problems that have context, and ideally are interesting to the student. Allow people to use computers to help solve them. So when we teach math, we should begin with a problem people actually want to solve. Computers exist\u2014that\u2019s a fact\u2014and they\u2019re very good at calculating things. So we must ask: why do we keep teaching as if they didn\u2019t exist?<\/p>\n\n\n\n

We need to learn how to structure problems, interpret results, and formulate the right questions. That\u2019s what I call computational literacy.<\/p>\n\n\n\n

Computational thinking, AI, and the value of effort<\/strong><\/h2>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> How is computational literacy integrated, and what\u2019s its relationship with artificial intelligence?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> Computational literacy today is what classical literacy was in its time. In the 18th century, when reading and writing spread, not everyone agreed, but the societies that embraced it advanced greatly because they knew how to leverage the change. Today, the same is happening with computational thinking: no society is yet fully literate in this field, but the one that gets there first will have a huge advantage.<\/p>\n\n\n\n

Why? Because in the world of AI, what matters isn\u2019t applying manual procedures. Machines already do that. What we need are people who can think abstractly, structure problems, analyze data, generate ideas. Creativity, not repetition. And that requires a different way of teaching math.<\/p>\n\n\n\n

Some countries that do very well in repetition and mechanization tests\u2014like certain Asian nations\u2014might not be as well prepared for this new scenario. Spain, on the other hand, has a great opportunity, because it has a more creative, flexible culture. If it invests well in this change, it could be among the leaders in computational literacy.<\/p>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> And how do we prevent students from losing their sense of effort or critical thinking when using computers and AI?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> That\u2019s a legitimate concern, but it stems from a misunderstanding. Using computers isn\u2019t cheating, nor does it mean everything becomes easier. What matters is what we ask students to do with those tools. And here we must clearly distinguish between \u201cprocess\u201d and \u201cgoal.\u201d The goal of math has never been to do long division by hand. It has always been\u2014and still is\u2014to apply those calculations to real needs. And for that, we now have more powerful tools than before. Being educated for life means knowing what machinery is available and how to use it to make better decisions. None of that is cheating.<\/p>\n\n\n\n

When we use computers in the classroom, we can pose more complex, more real problems. And that demands more thinking, more analysis, more judgment\u2014not less. But of course, it also requires a transformation of the teacher\u2019s role, the curriculum, and the evaluation system. It\u2019s a structural change.<\/p>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> How can such a different kind of learning be assessed if it\u2019s no longer based on manual procedures?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> Today, people still believe that only what can be checked with a traditional exam can be assessed, but that\u2019s false. Current evaluation measures what\u2019s easiest to measure, not what\u2019s most important. If the only thing valued is students doing manual operations without mistakes, what\u2019s being rewarded is not making errors. But real life doesn\u2019t work that way.<\/p>\n\n\n\n

In real life, you have tools, you have context, and you have to decide what to do, how, and why. We propose evaluating skills like structuring a problem, using tools like AI, interpreting solutions, working in teams\u2026 All of that can be measured. And it\u2019s much more valuable than repeating algorithms without understanding anything.<\/p>\n\n\n\n

For example, one of the problems we pose in our modules is this: a class is asked to flip a coin. Half the students are told to flip it for real, and the other half to cheat and just type \u201cheads\u201d or \u201ctails\u201d into the computer without flipping anything. Then they send the results to the teacher. Can the teacher tell who cheated? The answer is yes. By analyzing the data\u2014the patterns, the uniformity of responses\u2014it\u2019s possible to detect who likely cheated. This is exactly the kind of problem that forces you to reason, apply modern knowledge, and prepares you for the real world. That\u2019s the kind of evaluation we need.<\/p>\n\n\n\n

Costs and challenges<\/strong><\/h2>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> Many countries argue they don\u2019t have the resources to renew the curriculum or apply this model. Is it a cost issue?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> That\u2019s a common excuse, but it\u2019s really a false dichotomy. The model we propose isn\u2019t more expensive\u2014it\u2019s probably cheaper than the traditional system. What really costs money are textbooks, standardized exams, separate teacher training, uncoordinated materials. We propose building complete units, with content, tools, digital materials, and integrated exercises, supported by AI. That\u2019s more efficient.<\/p>\n\n\n\n

Of course, computers are needed, but today most students have access, even if only through a mobile phone. If they don\u2019t, that\u2019s a problem that needs solving, but it\u2019s not as big as people think. The real difficulty isn\u2019t cost\u2014it\u2019s having the political will to change. In a world where decisions, jobs, and challenges are mediated by AI and automation, continuing to teach as we did a hundred years ago is the most expensive thing we can do.<\/p>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> And how can this change be introduced in very traditional education systems?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> First, by creating an alternative, coherent, and functional curriculum. Then, by finding teachers willing to try it. We don\u2019t just say what should be taught\u2014we provide real materials, guides, activities. The hard part is testing it, getting some students to follow that alternative path. For that, you need teachers willing to try, but also real, well-designed materials. We\u2019ve already developed them, and we continue to do so.<\/p>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> So the teacher\u2019s role changes radically?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> Totally. I\u2019ve said it before: the teacher should be the CEO of the classroom. Not someone who knows everything and transmits it, but someone who leads the process, motivates, facilitates, guides. For that, they don\u2019t need to be experts in technical math. What they need is to understand the purpose and know how to guide their students toward it.<\/p>\n\n\n\n

In that sense, confidence is key. An insecure teacher limits their students because they fear difficult questions. But those questions are exactly what we want. It\u2019s not about knowing all the answers\u2014it\u2019s about fostering curiosity, thinking, connection with what\u2019s happening outside the classroom. Personally, what I remember most from school isn\u2019t the content, but the experiences. And many had nothing to do with the subject.<\/p>\n\n\n\n

Training, outcomes, and a new educational mindset<\/strong><\/h2>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> What kind of training will teachers need in this new paradigm?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> If you want teachers (and students) to adopt new technologies, don\u2019t complicate their lives by starting with outdated or complex tools. That is, it\u2019s not useful to use something ten times longer and harder to understand\u2014it would be like putting someone in a 1930s car without synchronized gears when they\u2019re just learning to drive. Let them drive a modern car first, and then, if they want, they can try a more complicated one. I think it\u2019s the same with tools. We developed a tool called Wolfram Language, our language for communicating technical ideas: it\u2019s high-level but very easy to use.<\/p>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> What human skills gain value in this age of artificial intelligence?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> Machines can follow procedures, but they can\u2019t replace creativity, imagination, the ability to connect unexpected ideas. Those are human qualities. In this new world, we don\u2019t need people who can do manual operations that AI can solve in milliseconds\u2014we need people who can pose the right problems, think in the right frameworks, and use computers as intelligent allies.<\/p>\n\n\n\n

Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/strong>:<\/strong> A final message for education policymakers?<\/p>\n\n\n\n

Conrad Wolfram:<\/strong> When governments fund things, they should fund outcomes\u2014complete deliverables. Not loose pieces that don\u2019t lead to the desired result. We should say: this is the complete package, this is what you need to do. I think that would achieve much greater efficiency than other methods. And we need to trust teachers as responsible leaders of the classroom, not just transmitters. I believe this new approach is not just an option\u2014it\u2019s a responsibility we have if we want competent citizens in this new era.<\/p>\n","protected":false},"excerpt":{"rendered":"

The expert advocates for a radical change in math education: less manual calculation, more computational thinking, and real-world connection.<\/p>\n","protected":false},"featured_media":26536,"template":"","meta":{"_acf_changed":false,"_oaas_summary":"Conrad Wolfram, founder of the Computer-Based Math project and Strategic Director of Wolfram Research Europe, advocates for a fundamental overhaul of math education to suit the age of artificial intelligence. He argues that traditional math curricula, largely unchanged for a century, focus excessively on manual calculation\u2014skills that computers now handle efficiently. Instead, Wolfram proposes prioritizing computational thinking, problem structuring, and the use of modern tools like AI to tackle complex, real-world problems. His approach emphasizes starting with meaningful, context-rich problems that engage students and teach them how to interpret results and formulate questions, fostering what he calls \u201ccomputational literacy.\u201d This shift demands a transformation in teaching methods, curriculum design, and assessment, moving away from rote procedures toward evaluating skills like problem-solving, tool usage, interpretation, and collaboration.\n\nWolfram also addresses common concerns about effort and cheating, clarifying that using computers is not an easy shortcut but enables deeper analysis and creativity. He contends that this model can be more cost-effective than traditional methods, especially if supported by integrated digital materials and well-designed curricula. Teachers' roles evolve into facilitators who guide students\u2019 curiosity and thinking rather than mere transmitters of knowledge. Ultimately, Wolfram calls on policymakers to fund complete educational packages focused on outcomes, trusting educators to lead this essential transformation. This new paradigm aims to prepare students not just for exams, but for a world where AI is ubiquitous and creativity is paramount.","_oaas_audio_url":"https:\/\/pv-fundacionbankinter-webcorporativa-dev.servidortemporal.net\/wp-content\/uploads\/2025\/12\/summary-26538-1764627306.mp3"},"categories":[204],"class_list":["post-26538","noticias","type-noticias","status-publish","has-post-thumbnail","hentry","category-science-and-technology"],"acf":[],"yoast_head":"\nConrad Wolfram: \u201cIf we teach as if computers didn\u2019t exist, we are failing\u201d - Fundaci\u00f3n Innovaci\u00f3n Bankinter<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/pv-fundacionbankinter-webcorporativa-dev.servidortemporal.net\/en\/news\/conrad-wolfram-if-we-teach-as-if-computers-didnt-exist-we-are-failing\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" 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