In this paper we report on the process, outcomes, and impact of a weekly homework assignment for which students write about the mathematics they do in their everyday lives. Data from 17 fifth-grade students suggest that after doing the assignment for a full school year, students clearly communicated their beliefs about the assignment having improved their mathematical abilities and their overall confidence with doing mathematics, communicating about mathematics, and taking tests involving mathematics. The assignment also alleviates pressure on teachers to "teach to the test" and to sacrifice valuable instructional time for test preparation. The assignment may prove to be an effective tool for enhancing students' mathematical skills, as well as their test-taking efficacy.