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ERIC Number: ED505964
Record Type: Non-Journal
Publication Date: 2008
Pages: 3
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: N/A
Effective Homework Assignments. Research Brief
Cooper, Harris
National Council of Teachers of Mathematics
Perhaps more than any question other than "How much time should students spend doing homework?" parents and educators want to know, "What kinds of homework assignments are most effective?" Clearly, the answers to this question vary according to many factors, especially the developmental level of students and the topic area. Generally, answers are hard to find; and even for assignment variations that have been the focus of research, findings are sometimes hard to interpret. Still, a few consistent findings do emerge. A literature review reveals: (1) Studies that examined practice and preparation homework have consistently favored assigning homework for these purposes, and have suggested that distributed content may have a larger impact on delayed measurement of achievement than on immediate measurement; (2) Interspersing easy and hard problems throughout an assignment also appears to improve its effectiveness, perceived difficulty, and enjoyableness; and (3) Individualization of assignments by difficulty may have little effect on students' ultimate achievement, but preparing assignments that take into account individual students' learning styles may be more effective.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Council of Teachers of Mathematics