NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1178235
Record Type: Journal
Publication Date: 2018-Jan
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0025-5769
Nurturing Persistent Problem-Solvers
Hubacz, Meghan
Mathematics Teacher, v111 n4 p294-298 Jan 2018
During the author's eighteen-year tenure as a high school mathematics teacher, there has been one question that she has yet to answer: "Why don't students do homework?" On the basis of research, many factors may lead to a student leaving homework undone. A student may lack the drive to complete work out of school. Or a student may choose not to do the homework simply because he or she does not know how to complete it. To address this latter factor, the authors has chosen to use an online program called "Assistments," which is offered at no cost through Worcester Polytechnic Institute. "Assistments" is described as a platform where teachers can author their own questions to be assigned to their students. Students receive immediate feedback about the correctness of their answers, and some teachers may even offer hints or videos to assist students in assessing their knowledge. In this article, the author presents how through the use of the online homework platform "Assistants" and embedded homework help videos, second-year algebra students learn to persevere in completing homework assignments.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A