Open-ended questions as math homework

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  • 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.

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  • Type of Item
    Research Material
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    Attribution-NonCommercial 4.0 International