Sverdlovsk residents were outraged that at school they “teach how to open bank cards”

The Luna algorithm confused parents in Yekaterinburg with the likelihood of losing their savings

A “hacking” scandal broke out at school No. 85 in Yekaterinburg: ninth-graders there were asked to “hack a bank card.” So, at least, it seemed to some parents. As part of their study of probability theory, schoolchildren were tasked with determining the last digit of the code on a bank card using the Luhn algorithm. MK found out what the task was and whether the teacher really instructed the teenagers to hack the card.

The story began with the fact that the mother of one of the 9th grade students at school No. 85 in Yekaterinburg inquired about her homework. And I was surprised to learn that as a problem on probability theory at school they were asked to calculate, using the given algorithm (“the Moon algorithm, sort of”), the last “control” digit of the code on the parent’s bank card.

The woman was impressed and posted the task on social media with her comment: “The probability theory lesson at school teaches how to hack parents’ cards. Probability, of course, works, but now it’s becoming scary for the safety of the data.”

And, as they say, “the province went to write.” The news about the burglary mission spread throughout the agencies, and there was even a story about it on local TV. Social networks exploded: “Their teacher for an hour is not Snezhana Denisovna (the heroine of the sketch committee who swindled money from her parents). Or: “Do I need to take the card out of my parent’s wallet? Yeah, then calling a stranger on the phone is absolutely nonsense.”

“It’s funny to say that miscalculation of the last, “control” digit in the 16-digit code on the card leads to its hacking,” comments cyber security specialist Vladimir Lagunov. — They open it in a completely different way, using the personal data of the card holder. And this 16-digit code is the bank card number. The payment system, the bank itself and the holder’s individual number are encrypted there. And the card is protected by three digits of the CVC or CVV code, usually located on the back. It is impossible to calculate them and it is not recommended to shine too much light.

The check digit at the end of the 16-digit code serves as an element of card identification, that is, confirmation of the authenticity and “recognition” of the card in payment systems. The algorithm for its calculation is named after the author, Hans Peter Luna, and has nothing to do with any Moon. Its application is an example of a reverse computation model in mathematics. In my opinion, this is a good problem for schoolchildren on probability theory.

“The theory of probability in grades 7-9 in mathematics is an innovation associated with the implementation of the latest educational standard in schools,” says methodologist and teacher Anastasia Gordeeva. — Most schools don’t have textbooks yet. Therefore, teachers follow the program and give the material independently. We read the approved program: “Intuitive understanding of random variability, study of patterns and trends.” The “great importance of practical tasks” was noted. Studying the “fundamentals of combinatorics,” which “develops skills in organizing enumeration and counting the number of options, including in applied problems.”

In general, practice-orientation and the development of functional literacy, that is, the ability to apply one’s knowledge to any life situation, are the goals of our education. So, perhaps, the teacher’s mistake here was only the proposal to “calculate” the parents’ bank card, and not some abstract one. But perhaps the parents were mentioned to attract attention, to arouse interest.

This misunderstanding is a good example of what knowledge, including financial literacy, people lack. And it’s good that now this knowledge is in school.