Promoting the use of homework as a mathematics learning tool

Abstract

This qualitative study, which draws on action research methodology, explored how homework can be better used as an integral part of students' mathematical learning. The aims of this research were: (i) to promote learning as a formative learning tool by showing that homework can be a tool to learn rather than to measure learning; (ii) to promote and compare the different purposes of homework by using five types of alternative homework; and (iii) to compare the teacher's and the students' perceptions of homework. The participants of the study were the teacher and his nineteen female Form 3 students. All the data was collected throughout the 2011-2012 scholastic year starting in November 2011. The main data sources were from students' journals, interviews and work together with the teacher's observations which were done on site and later translated into a reflective research journal. The research showed that homework, in general, is usually taken for granted. As a consequence students seem to take homework as a norm irrespective of its negative repercussions on them. Moreover, although students acknowledge the different purposes of homework, they are still largely in favour of being given traditional homework that offers much practice and drill in view of preparing for high stakes examinations. And this in spite of research evidence suggesting how their mathematical understanding and learning is enhanced though alternative forms of homework.