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The Homework Debate: How Much Homework is Helpful for Students to Acquire Mathematical Procedural Knowledge?
NERA Conference Proceedings 2009
  • Nicholas D. Hartlep, University of Wisconsin - Milwaukee
  • Jacqueline Gosz, University of Wisconsin - Milwaukee
Document Type
Conference Proceeding
Publication Date
10-23-2009
Disciplines
Abstract
The effects of using homework guides and homework logs on students’ abilities to solve word problems involving basic addition and subtraction facts were studied. Students received one of three versions of addition and subtraction timed tests once per week—every Friday—that focused on measuring automaticity of basic addition and subtraction facts. Thirty-one first-grade students participated in this action-research study. Students’ automaticity of basic addition and subtraction facts increased over the course of this study. Results indicated that homework guides positively affected student motivation to put forth more effort on homework. Additionally, word problems that involved basic subtraction facts appeared more difficult to solve; whereas, word problems that involved basic addition facts appeared easier to solve.
Citation Information
Nicholas D. Hartlep and Jacqueline Gosz. "The Homework Debate: How Much Homework is Helpful for Students to Acquire Mathematical Procedural Knowledge?" (2009)
Available at: http://works.bepress.com/nicholashartlep/3/