A study of mathematics homework in Singapore Secondary Two classrooms

Abstract

Mathematics homework is an integral part of students' academic routine in Singapore. It is thus imperative for teachers to select meaningful tasks to foster and develop students' robustness in understanding. This study examines the nature and source of mathematics homework and students’ perspectives about the role of mathematics homework in two Singapore Secondary Two classrooms in a school. It also examines five teachers’ perspectives about the role of mathematics homework in the same school. Findings about the nature of the student homework assignments show that three different types of homework were assigned and four dimensions of understanding were encompassed within the assignments. However, the distribution of homework across the three types and four dimensions of understanding were of varying extent. From the students' perspectives about the role of homework, it served both short-term and long-term academic benefits. From the teachers' perspectives about the role of homework, they unanimously agreed that homework is important for their students and it allows students to practise, reinforce and consolidate what they have learnt in class.