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ERIC Number: ED502096
Record Type: Non-Journal
Publication Date: 2008-Aug
Pages: 34
Abstractor: As Provided
Reference Count: 16
The Relationship between Mathematics Homework and Learning in Middle-School Students: Impact on Achievement
Thelen, Shelly L.O.
Online Submission
The relationship between mathematics homework and learning in middle-school students and the impact on achievement is the focus of this paper. A review of the literature reveals mixed results. Studies support both positive and a negative impacts of mathematics homework on student achievement or no impact at all. The purpose of this paper is two fold: (1) to review the literature on the link between mathematics homework and achievement; (2) to report the results of two surveys conducted with mathematics teachers and their opinion on the homework--achievement relationship. The literature revealed that there are numerous variables to consider when identifying the impact of mathematics homework on achievement. Focusing on one variable to examine is extremely complex. Two surveys were conducted. For the purposes of this paper, they are referred to as survey A and survey B. The participants of survey A were mathematics teachers currently teaching in public schools in the northern California region. In survey B, the participants were current mathematics teachers in Marin County teaching at the middle or high school level. The main finding of the surveys indicated that between 82% and 95% of the teachers believed that mathematics homework positively impacts achievement. However, in the survey results, which is consistent with the research literature, it is impossible to separate out the main factor within the homework that contributes to achievement. Factors may include the object of the homework assignments, the time spent on homework, and the grade level which could all have an impact on student mathematics achievement. (Contains 1 table.)
Publication Type: Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California