ERA is in the process of being migrated to Scholaris, a Canadian shared institutional repository service (https://scholaris.ca). Deposits and changes to existing ERA items and collections are frozen until migration is complete. Please contact erahelp@ualberta.ca for further assistance
- 136 views
- 185 downloads
Open-ended questions as math homework
-
- Author(s) / Creator(s)
-
This is an action research project which used mixed-methods to address both parental self-efficacy in mathematics and the development of appropriate homework for upper-elementary students. Literature was reviewed in the fields of self-efficacy, ethnomathematics, open-ended questions, and the role of homework in elementary schools. Participants (N=11) were asked to answer four open-ended math questions with their children, and at those times to also communicate social-emotional regulation strategies. Participants’ perceptions regarding homework and their mathematical self-efficacy were investigated using Likert surveys, long form questions, and interviews. Participants found the intervention fun, motivational, relaxed, and practical. Conclusions drawn are that open-ended math questions are likely to improve parent self-efficacy in mathematics, that open-ended questions are good vehicles for social-emotional learning, and that homework and social-emotional support from adults should be a routine and an expectation in elementary classrooms. It is recommended that further research seek the perspectives of marginalised members of the community, particularly English language learners and Indigenous peoples.
-
- Date created
- 2022
-
- Subjects / Keywords
-
- Type of Item
- Research Material