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Certainly, it should not be expected to be the "default state" (2006).
Herbel-Eisenmann argue that teachers should "Reconsider typical discourse strategies when discussing homework and move toward a system that promotes the Standards for Mathematical Practice." Their research focused on the contrasting ways to have students engage in discourse-the use of spoken or written language as well as other modes of communication to convey meaning—in going over homework in class.
They acknowledged that an important characteristic of homework is that "it provides each individual student with the opportunity to develop skills and to think about important mathematical ideas." Spending time in class going over homework also gives students the "opportunity to discuss those ideas collectively." With homework dominating all other categories of math instruction, the researchers argue that the time spent going over homework can be "time well spent, making unique and powerful contributions to students’ learning opportunities" In talking over homework problems, the tendency is the focus is on the mechanics of one problem rather than the big mathematical ideas.
The Dilemma Arguments against homework are becoming popular in the press.
Critics, such as Alfie Kohn, question the need for homework and circumstances under which homework should be given.
In spite of research design flaws, a synthesis of research from 1987 to 2003 on homework reveals "generally consistent evidence for a positive influence of homework on achievement." We do need to consider grade level and student characteristics, however, as "simple homework-achievement correlations revealed evidence that a stronger correlation existed (a) in Grades 7-12 than in K-6 and (b) when students rather than parents reported time on homework" (Cooper, Robinson, & Patall, 2006, p. What I also suggest is taking a closer look at current literature on teaching and learning, which calls for differentiated instruction and attention to learning styles, thinking styles, and multiple intelligence theory.
When it comes to math homework, differentiation does not seem to carry over, and it should be considered beyond assigning the problems out of a text by level of difficulty.You get to practice _______, but problem 14 is making you go even further. "STUDENT: "It’s different because you are deciding in your head which one would equal that ______ because you’re already trying to equal something, instead of trying to figure out what it equals. " When the focus is on correct answers and explanations, the teacher above attempts to help a student by answering what may have been the reason for the error. STUDENT: "I had thought _____."TEACHER: "Well, let's work backward." OR"What are other possible solutions? " In this form of discourse on student errors and difficulties, the focus is on using the error as a way to bring student(s) to a deeper learning of the material.TEACHER: "Would you say the question #14 is more complicated? The student who wrote the incorrect answer may not have the opportunity to explain his or her thinking. The instruction in class can be clarified or complemented by the teacher or student peers.The examples from the published research show how discourse can be limited in talking over homework problems.For example: In contrast, the kinds of discourse measured by talking across problems focus on the big mathematical ideas on connections and contrasts between problems.Studies on math homework in secondary classrooms from 20 indicate an average of 15% -20% of class time daily is spent reviewing homework.Given the amount of time dedicated to homework review in class, many education specialists are advocating the use of discourse in the math classroom as an instructional strategy that can provide students with opportunities to learn from their homework and from their peers.It was a lesson learned about the importance of knowing about the home-school relationship in the learning process.Today, given the hectic and often overfilled schedules that are part of so many students' daily lives, I'd consider Simplicio's (2005) solution to the dilemma, which "lies in setting aside time at the end of the school day to coordinate and supervise homework activities in school" (p. Without accommodating learner differences, we set students up for failure or boredom when, in fact, we can do something about that in the design of experiences outside of school that are meant to reinforce learning.These scenarios are not all-encompassing, and you might be thinking, "You exaggerate." But homework has and most likely will continue to pose a dilemma.It is time to treat math homework a little differently.