Prospective Primary Teachers' Perceptions about the Use of Mathematics Homework

Autor/inn/en	Trenholm, Sven; Chinnappan, Mohan
Titel	Prospective Primary Teachers' Perceptions about the Use of Mathematics Homework
Quelle	In: Teacher Development, 23 (2019) 1, S.50-63 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trenholm, Sven) ORCID (Chinnappan, Mohan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2018.1490923
Schlagwörter	Homework; Preservice Teachers; Elementary School Teachers; Mathematics Instruction; Foreign Countries; Mathematics Achievement; Instructional Program Divisions; Teaching Methods; Intermediate Grades; Primary Education; Australia + Suchen Sie Ihr Suchwort? Hausaufgabe; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mittelstufe; Primarbereich; Australien
Abstract	The benefit of homework (HW) has been the subject of ongoing debate among various stakeholders. Within this debate, and in relation to teacher development, prospective teachers' views of HW have received limited attention. In this study, we survey primary pre-service teachers' ('PSTs') views of HW use (n = 45 teaching grades 2-5; n = 39 teaching grades 6 and 7) in a single discipline (mathematics) at one large Australian university.The literature suggests students in upper primary and secondary grades will benefit from the use of mathematics HW. Results of the study, in contrast, suggest our PSTs teaching early primary grades planned to give proportionally (but not significantly) more mathematics HW than those teaching later grades. Reasons for this disparity are discussed. We argue there is a need in teacher development to equip PSTs with a better understanding of how classroom and home-based learning work together in the development of mathematical understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01