This document, authored by Stephanie A. Sadownik from the University of Toronto, details a study on building a social ecological model for elementary mathematics homework.
Key Objectives and Framework
- Purpose: The research investigates the impact of computer-supported collaborative learning (CSCL) environments on fostering mathematical discourse among students aged 10–12.
- Central Argument: Academic gains are driven not just by the time spent on homework, but by purposefully designed, engaging activities completed within supportive social contexts.
- Theoretical Focus: The study examines various variables in the “homework-achievement equation,” including:
- Family and Parental Involvement: The impact of school-family partnerships and parental self-efficacy in mathematics.
- Student Autonomy: How middle school students benefit from a sense of control and autonomy in their tasks.
- Purposeful Design: The importance of designing homework for extension (applying knowledge) rather than just practice or preparation.
Initial Findings and Observations
- Student Perceptions: In a preliminary phase with Grade 7 students, several key beliefs emerged:
- Students linked academic gains in mathematics directly to their homework habits and their ability to self-regulate time and attention.
- They generally believed their home environments were not a barrier to these gains.
- Role of Technology: Teachers in the study utilized blogs and discussion forums to facilitate discourse and communicate with parents.
Case Studies and Future Direction
The study highlights two specific teachers selected for a deeper longitudinal phase:
- Veronica (Grades 3/4): Uses asynchronous technology to build strong school-family relationships and engage parents in their children’s homework. The study notes her ongoing efforts to move “outside of the box” in generating conceptual mathematical discussions.
- Jeff (Grade 6): Focuses on using discussion tools to help students prepare for provincial assessment tests (PATs), allowing them to share concerns and resources.
The research aims to further identify challenges in communicating with parents and engaging students in mathematics at the elementary level through these online tools.