Mathematics and Homework

Summary

In this project we worked with children in EGB to analyze their perspective on homework with regards to mathematics. For this we analyzed real situations that took place at home and in which they solved their math problems with help from their families. The analysis shows the importance of peers to favour learning situations.

Objectives

To analyze how the learning of maths takes place in school environments through homework.

Project Development

The learning and teaching of maths has been the purpose of multiple studies that show how the difficulties related to these processes come, among many other reasons, from the need for those who learn to consider the homework given meaningful, taking into account the peculiarities of this type of knowledge. It is necessary, on the one hand, for this subject not to lose its formal characteristic in the classroom and, on the other, its possible applications to our daily life.

In this work we review these problems and analyze real situations in which children in EGB in a public school in Cordoba interacted with their families in the solving of school math problems.

For this, we asked children to sound record those conversations that took place while they were doing their homework; Hence, we were able to approach real situations where young ones were helped by different members of their family.

Results

Approaching maths in a meaningful way

The learning of maths is closely related to the interacting situations held by those who teach and those who learn. When the process is presented as a joint construction of knowledge it is easier for a meaningful learning process to take place and, at times, the reflection comes close to what some authors have considered “the true nature of mathematical knowledge".

Changes in the type of math homework.

Homework related to maths contributes, maybe more than others, to creating school situations at home that drive the mathematical thinking process away from the daily life. A change of direction aimed at building bridges between school and home will require children to take home other types of homework and, in addition, for families to understand and be aware that the teachers want to build those bridges.

Interaction with siblings

When two people work in a close development area we must understand that two minds collaborate in the resolution of a problem. Interaction among peers makes it easier to jointly construct knowledge, perhaps because the representations of those who interact are much closer between them.

Also participating

Students in year 7 and 8 of EGB in a public school in Cordoba and their families.

Financing

Aid to educational research from the CIDE (Centre of Educational Research and Documentation from the Ministry of Education) to the project titled “Learning in the family and the school”. [BOE 16-IX-1998].

Related publications

Lacasa, P.; Reina, A.; Alburquerque, M. (2002) ‘Adults and children share literacy practices the case of homeworks’. Linguistics and Education, 13 (1), pp. 39 – 64.
Lacasa, P. (ed.) (1999) ‘Los deberes escolares, entre la certeza y la duda’. Tema monográfico. Cultura y Educación, 13, pp. 3-100.

English