I teach math-heavy economics courses. I found that grading homeworks for completeness and pairing the homework due date with an in-class quiz on the problem set material (taken in class the day the problem set is due, after the set is turned in) has reduced the incentive for students to use LLMs to complete the homework. Exam questions closely mirror what's on the homework, and exam grades correlate with students who make legitimate attempts on their homework. I can sus out legit attempts typically by handwriting. No erasing and fast writing means it was copied.
For grade weights, I weight the homework the lowest of any grading category, with in-class quizzes next, and exams scores the highest.
For grade weights, I weight the homework the lowest of any grading category, with in-class quizzes next, and exams scores the highest.