Math homework is transforming at a rapid rate with the continuous advances in educational technology. Computer-based homework, in particular, is gaining popularity across a range of schools, with little empirical evidence on how to optimize student learning. In the current study, middle school students (N = 143) solved a set of challenging algebraic problems on a computer-based homework assignment and received (1) no feedback, (2) correct-answer feedback, (3) try-again feedback, or (4) explanation feedback after each problem. Feedback resulted in higher posttest scores than no feedback, and this was true regardless of feedback type. On transfer items, correct-answer feedback has positive effects for low-knowledge students, but neutral effects for higher-knowledge students. Results suggest the provision of basic feedback on computer-based homework can benefit novice students' mathematics problem solving. [For the complete proceedings, see ED583608.]