What is the optimum number of problems to assign?
Just how many problems do we need to assign to understand where the learning needs of our classes fall? While looking at the Survivor Algebra site, I found this:
“So... have you noticed that I don't give a huge number of homework problems? I definitely do NOT assign the 100 problems that appear in the typical math text. Not even the 50 odd problems! That's just way too many and really not necessary at all. Students with 50 problems to do are overwhelmed and so worried about being able to just finish end up working to and don't pay attention to what they are doing. They don't stop to smell the roses! Have students do 5-10 problems (pick important ones). Explain to them that you want them to do them slowly and thoughtfully. They are to take their time and pay attention to the details. This will greatly relieve their anxiety and, yes, they WILL learn the material even better. If you really still want to assign those obnoxiously difficult problems that appear at the end of those long textbook sets, I suggest that you do it during their tribe group time. Just be aware that, if you get the kids too freaked about all those "special cases" and freakish things that can happen, they may not "get" the basics... And getting the basics is far more important!”
This reminded me of different conversations I have had with other math teachers in the past. I recently had a discussion with our Title I teacher over the right amount of work a student needs to complete to show learning and/or the need for the teacher to revisit. I agree with the thinking above, but wonder if I am giving enough practice for students to pass the many tests they will take during their school careers. I know that 5 – 10 problems for most lessons is sufficient and students can pass my quizzes, chapter tests, and unit tests. I usually don’t have students in the juvenile facility for long enough to do midterms. The unit tests do show that they retain and can apply the learned information for up to 3 months.
How do you feel about the amount of practice, assigned problems, or homework algebra teachers need to assign? Does anyone know of any research articles on the topic?Views: 0
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Comment by Claudia Heinrich on October 3, 2010 at 1:48pm -
I am a believer in homework. Kids need to practice new learning multiple times in order for them to retain the material. I try to use what I think of as the "rule of 3" when introducing a new topic. That means I give them at least 3 opportunities to practice something before I test them on it. It usually consists of practice problems in class, home practice (homework) and then a review in class in the form of a warm up or daily homework quiz that they do and self correct in class to see if they got the learning from the homework. If it is a particularly difficult topic I provide more than 3 opportunities to practice before testing.
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Comment by Barbara Assenmacher on September 29, 2010 at 7:42pm -
When I look at assigning problems, I try to ensure that the average student in my class should take no more than 30-40 minutes at home to complete it. So depending on the topic that could mean 5 problems or 40 problems. I also try to give them time in class to start the assignment or to do an end of class practice of problems similar to the homework.
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Comment by Kelly Kroft on September 29, 2010 at 2:45pm -
I, too, struggle with the issue of homework. I feel that, if I'm asking the students to practice what was learned that day alone, without me there to guide them....how can I grade on correctness? But, of course, grading on completeness allows students to not really "try" on their homework. It's a fine line. I give between 10 and 20 problems each day, depending on the level of work needed to be done. I have also started to really strive to give students at least 10 minutes in class to get started. I grade homework using a clipboard everyday....3 points for having it done and neat (in pencil). This counts as 10% of their marking period grade. Not perfect....I know. Anybody else?
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Comment by Stuart Kane on September 27, 2010 at 9:55am -
Another thought about homework is how to count homework in the course grade. Do you grade homework for correctness? Or completeness? Is homework worth points toward the grade, points toward the test, or is homework one grade that gets averaged at the end? I have not yet found the perfect solution for homework.
How do you all count and score homework?
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