One teacher explores meaningful math homework
By Emily Viele
It's another typical day of math class: students shuffling papers, whispering,
paying attention to the lesson, and then I see Eric… slyly doing his
homework DURING INSTRUCTION!!!
This scene was occurring on a daily basis. Throughout the year the homework
in math class was the same every day. Always from the book, always the
odd numbers so they could check their answers in the back of the book.
This was a source of frustration for me for many reasons. First, the
homework did not seem to help students understand the concepts any better.
Second, many students were not doing the homework. Third, many students
would try to do their homework during the lesson, which meant they were
not participating in class. I wanted to find a way to get students excited
about their homework, while at the same time having it become beneficial
for them.
After doing some research on homework, I found that homework becomes
essential when it provides opportunities to integrate and expand school
learning, reinforces independent workstudy skills, involves students
personally and offers a variety of learning opportunities. I decided
to try out these ideas in my class for six weeks and to keep track of
what happened.
My primary forms of data collection were surveys, student observations
and homework completion. I surveyed the students when I first began my
research and I asked them about homework in the classroom, what they
liked and didn't like and what they wanted to change. Throughout the
inquiry process, I observed students' reactions to homework assignments.
We also discussed the homework at the beginning of each class.
When I began this study, the student completion
rate for homework was 81%. When I looked at the data, it was not always
the same students not turning in their work, it was a variety of students;
however, the type of homework not being turned in was mainly repetitious
and either from the book or a ditto.
The homework that was assigned and collected during my inquiry process
had a completion rate of 96%. This homework was
designed to allow students to explore math, play games and make choices.
For example, one night I asked students to measure the perimeter of any
5 objects they wanted around their house using different forms of measurement.
This activity helped them review perimeter and emphasized the need to
have a standard form of measurement. In my notes, I wrote that they came
back to class “excited to talk about what they measured” and “really
engaged in their homework.” Students seemed to enjoy this assignment and
I had 23 out of 24 students turned it in.
Another day, I asked students to make up story problems using mean,
median, mode and range. Students were able to use reallife situations
in their stories and were able to see how these math concepts relate
to their lives. Students returned to the class eager to share their problems
with the rest of the class.
Through this inquiry I have been able to see a difference in my students'
work habits. I believe that this was a successful intervention and I
plan on using varied forms of homework in the future. I believe that
having students explore their thinking and the math concepts is far more
beneficial for them than completing computation after computation for
homework.
