| Discussion: | All Topics |
| Topic: | home work |
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| Subject: | RE: home work |
| Author: | markovchaney |
| Date: | Oct 16 2006 |
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in a long time. Thanks for sending it, Craig.
-mpg
On Oct 16 2006, Craig wrote:
When I first started teaching, my
> answer to "why give homework" might have been "because I had
> homework, and the practice in homework helped ME learn," or "because
> every other subject has homework, so I have to carve out MY time,
> too," or simply "students need the practice."
The evolution
> (ongoing) in my thinking has me now saying that I give students
> homework because I want them to think about, reflect on, and
> reinforce, in a less structured setting, the mathematics we spend
> time learning in class. So I don't usually give my Algebra 2 or
> Calculus students 20 or 30 easy problems, or even 7-8 more difficult
> problems--usually only one or two that go to the heart of what we're
> working on, every night, and students have to describe their
> thinking process in words as they solve the problems. Is this
> effective? For some, probably not--they're the ones who will spend
> the last 5 minutes of their lunch period right before coming to my
> class to scribble down whatever drivel they can gather after
> glancing at another student's homework paper. But for some, I see a
> very positive effect: homework is not seen as busy work as much as a
> learning experience, and the conversation in class and the
> performance on tests and quizzes is improving.
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