Making Homework Matter to Students

Autor/inn/en	Walk, Lee; Lassak, Marshall
Titel	Making Homework Matter to Students
Quelle	In: Mathematics Teaching in the Middle School, 22 (2017) 9, S.546-553 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Mathematics Achievement; Homework; Student Achievement; Mathematical Concepts; Middle School Students; Mathematical Logic; Assignments + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Hausaufgabe; Schülerleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematical logics; Mathematische Logik; Assignment; Auftrag; Zuweisung
Abstract	Two studies (Trautwein 2007 and Dettmers et al. 2010) show a positive correlation between high-quality homework and mathematics achievement. Students who completed their homework assignments scored better on assessments. However, these studies also showed no relationship between time spent on homework and resulting student achievement. This helped verify that although homework can be a valuable tool for learning, more time spent on daily homework is not necessarily a good idea. In continuing to research effective homework styles and implementation, the author found in many studies that student collaboration was important in developing mathematical reasoning. Students must understand the difference between asking another student for help in thinking through a problem and simply asking for the answer. Homework does not need to be completed independently if the primary goal is to learn about mathematics. This article presents the authors research on the importance of more meaningful homework and how it is an easily achievable goal. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01