Algebra Homework: A Sandwich!

Autor/in	Jackson, D. Bruce
Titel	Algebra Homework: A Sandwich!
Quelle	In: Mathematics Teacher, 107 (2014) 7, S.528-533 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Algebra; Mathematics Instruction; Homework; Academic Achievement; Achievement Gap; Feedback (Response); Mathematics Skills; Thinking Skills; Learning Motivation; Student Responsibility; Teaching Methods; Scores; Middle School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Hausaufgabe; Schulleistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	At a time when the debate continues over whether homework is overused, optional, or essential or favors well-off students over those with little home support, teachers must understand ways in which effective homework strategies can help narrow the achievement gap. Vatterott (2009, p. 94) argues convincingly that the "old paradigm" of difficult, grade-affecting homework "creates practical and motivational obstacles that converge to form the perfect storm for student failure" for those who do not fit the traditional mold of well-prepared student and supportive family. To make a homework system productive for all students, it must encourage mathematical thinking and skill development; provide useful, nonjudgmental feedback; enhance student responsibility for learning; help students self-assess without advertising weakness; and promote student self-confidence and motivation for learning. The homework-as-sandwich system does all these things. In much of what educators must currently do in this standardized test-dominated era, answers have greater weight than the thinking behind them. This is not the case in Ms. Warburton's classes. With both problem and answer given, completing homework is a bit like solving a maze. Students know where to start and where to end, so they try promising mathematics paths until one works. No one snickers when a student takes a wrong turn or retraces steps. Feedback is prompt and private--gone is the fear that tomorrow's homework check will reveal an embarrassing misstep in a student's thinking. Not being able to figure something out is an expected part of learning; instead of hoping that no one will notice, students can take the initiative and ask for help. This article describes one teacher's implementation of this approach and the student achievements that occurred as a result. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10