Mathematics Homework: A Study of Three Grade Eight Classrooms in Singapore

Abstract

This paper explores the nature and source of mathematics homework and teachers' and students' perspectives about the role of mathematics homework. The subjects of the study are three grade 8 mathematics teachers and 115 of their students. Data from field notes, teacher interviews and student questionnaire are analysed using qualitative methods. The findings show that all 3 teachers gave their students homework for instructional purposes to engage them in consolidating what they were taught in class as well as prepare them for upcoming tests and examinations. The homework only involved paper and pencil, was compulsory, homogenous for the whole class and meant for individual work. The main source of homework assignments was the textbook that the students used for the study of mathematics at school. 'Practice makes perfect' appeared to be the underlying belief of all 3 teachers when rationalising why they gave their students homework. From the perspective of the teachers, the role of homework was mainly to hone skills and comprehend concepts, extend their 'seatwork into out of class time' and cultivate a sense of responsibility. From the perspectives of the students, homework served 6 functions, namely improving/enhancing understanding of mathematics concepts, revising/practising the topic taught, improving problem-solving skills, preparing for test/ examination, assessing understanding/learning from mistakes and extending mathematical knowledge.

“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

“…| 103 conference feedback) mentioned by the participating teachers are consistent with Cooper's model and extant findings (e.g., Cooper, 2001;Kaur, 2011;Rosário et al, 2015). The current study extends previous research by exploring overlooked aspects related to the purposes of several homework follow-up practices and their associated constraints.…”

“…To the authors’ knowledge, the current study is the first to explore middle school mathematics teachers’ homework follow‐up practices delivered in class, their purposes for using such practices, and the constraints associated with the delivery of these practices. All homework follow‐up practices (i.e., checking for homework completion, checking homework on the board, and giving individual feedback in the forms of written comments, praise, criticism, and conference feedback) mentioned by the participating teachers are consistent with Cooper’s model and extant findings (e.g., Cooper, ; Kaur, ; Rosário et al, ). The current study extends previous research by exploring overlooked aspects related to the purposes of several homework follow‐up practices and their associated constraints.…”

“…Regarding the variables included in the third phase, research indicates that checking for homework completion is the most commonly used in‐class homework follow‐up practice (e.g., Kaur, ; Trautwein et al, ; Zhu & Leung, ). This practice is positively related to middle school students’ levels of effort toward homework in various subjects including mathematics (e.g., Trautwein & Lüdtke, ).…”

Secondary Biology Textbooks and National Standards for English Learners

“…To address these personal and societal needs, the science assessment framework for the TIMSS standards includes two dimensions: a content dimension, specifying the subject matter domains to be assessed within science, and a cognitive dimension, the one used for this study and adapted from Bloom's Taxonomy (Bloom, Engelhardt, Furst, Hill, & Krathwohl, ). It specifies the cognitive domains expected of students as they engage with science content: knowing , applying , reasoning (Kaur, ; NCES, ). Attention to these cognitive dimensions by teachers in science classrooms is essential to the integrated teaching practices described by Shaw and colleagues (), as they enable EL students to engage in complex thinking and collaborative inquiry and to develop scientific understandings and habits of mind.…”

Parents’ Expectation of Mathematics Education and Their Engagement in Education and Homework Habits of Children

“…Both parents and teachers help in children's homework, increase the depth and quality of learning, provides more motivation, responsibility, sense of purpose and confidence, and can contribute to improving student achievement (Hatch, 1998). According to the teachers' point of view, the role of homework is to develop skills and grasp the concepts, to extend the course work to extracurricular time and to develop a sense of responsibility, and according to students point of view homework has functions such as to improve understanding of mathematics concepts, to review and apply the gained knowledge, to develop problem solving skills, to prepare for exams, to understand mistakes, to evaluate learning process and to extend knowledge of mathematics (Kaur, 2011). In 43 of the 50 studies examined for Cooper's (1989) meta-analysis it was found that there is a positive correlation between time spent on homework and success.…”