In recent years, many educational institutions have shifted toward digital platforms such as Vretta for mathematics final assessments and even for issuing diplomas. Although these tools are often promoted as modern, efficient, and environmentally friendly, this shift has introduced serious problems that undermine both the learning process and the long‑term development of mathematical skill.

At the core of the issue is the growing expectation that students perform mathematics through rigid computer interfaces, an approach that borders on absurd. Mathematics is a discipline built on reasoning, exploration, and the ability to express ideas freely. Reducing it to clicking through menus, typing into unforgiving answer boxes, or wrestling with formatting restrictions trivializes the subject. Instead of encouraging students to think, these platforms often force them to guess what the software wants, turning genuine problem‑solving into a game of interface navigation. This is not mathematical learning; it is digital hoop‑jumping.

This approach also fails to prepare students for future careers in mathematics, engineering, data science, or any field that relies on real mathematical thinking. Professionals in these areas work with handwritten derivations, flexible notation, multi‑step reasoning, and conceptual clarity. They do not solve proofs by selecting from dropdown menus, nor do they build models by battling input glitches. By training students to satisfy automated grading systems rather than develop authentic mathematical fluency, digital platforms actively weaken the very skills that higher‑level study and professional work require.

Beyond the intellectual concerns, digital platforms introduce practical barriers. Not all students have reliable internet access or the necessary devices, creating inequities that have nothing to do with mathematical ability. Technical failures, server crashes, lag, software bugs, can disrupt assessments and unfairly impact grades. These issues compromise the integrity of the examination process and place unnecessary stress on students.

Finally, the shift to digital diplomas strips away the meaningful, tangible recognition that a printed diploma provides. A physical diploma is a symbol of achievement, tradition, and pride, something to hold, display, and remember. A digital file simply does not carry the same weight or emotional significance.

For these reasons, we urge educational institutions to reinstate printed diplomas and reconsider the exclusive reliance on digital platforms like Vretta for mathematics finals. Doing so would restore fairness, preserve academic integrity, and ensure that students develop the real mathematical skills needed for future success.