our math online homework help
Enhancing Mathematics Learning Through Online Homework Assistance
Online homework help in mathematics is a new and rapidly developing device. An ever-increasing number of computer experts devise and create increasingly effective and user-friendly websites dedicated to opening portals for mathematics learners of all ages who meet seemingly insurmountable difficulties when working on their mathematics homework. Thanks to the expertise of these sites, students find guidance and support enabling them to attain the right understanding and feel assured and motivated. Nowadays, mathematics becomes more enjoyable. Students will be eager to form links with it and engage with it as it transforms itself not into a barrier but into a key, bringing open doors for a wealth of rewarding careers.
Many mathematics problems require concepts from previous knowledge before being solved. Often, a particular exercise is chosen to train an application of a combination of different concepts, thus opening a line of communication between them. Working on a mathematics homework problem offers the student a pedagogical dynamic experience, and during this process, students come into contact with new mathematics knowledge, thus increasing their power and capability to use and understand characteristics of mathematical concepts. In doing so, their original cognitive hard-task delay of knowledge build-up is overcome, and an optimized pedagogical process can fully develop its potential as they learn and develop their mathematics knowledge and skills.
Some teachers may not encourage math homework for fear of a negative student response. Whether students are enjoying school or not, they may be averse to homework. One technique for enhancing mathematics learning is the use of online platforms that take full advantage of internet proliferation and dynamism. This approach to learning allows students to access ready-play quizzes, solutions of past questions, practice questions with hints and solutions, allowing them to follow math and even do it interactively. Students get an interactive platform where they click on multiple choices and are given immediate assessment along with solutions. Online homework helping platforms tend to solve the learning-teaching mathematics conundrum by reducing or eliminating many difficulties associated with traditional math teaching, such as right/wrong answers and error spotting. They usually either give full or guide to right answers and give a ‘thinking’ rather than performance grade. This eliminates most of the source of math teacher (and associated math dislike).
Another benefit of using online platforms is that they can address the annual math intensity of a student who often forgets prior math learning as he/she prepares for exams. For secondary students, mathematics tends to become more complex with age. There is a need to emphasize those components giving trouble or helping in mathematics concepts. Conceptualization is necessary for both mathematics learning and teaching. This can only be achieved in a regular learning environment. Online homework help platforms introduce a new dimension in mathematics teaching – a tool for personalized learning. Personalized learning may require that every student is in her learning trajectory. This may take a concomitant use of more tools than even a school or outside a school environment is willing to have, both regular and online platforms. However, education outside regular schools is likely to be more personalized. With an online platform, a student may engage through pictures, graphics, or even videos. Also, multiple students responding together can be shown live. These may improve all the confluence effects of live discussions run by teacher and students. I argue that online homeworks should also be perceived as cost-effective. It reduces or removes the cost of purchasing exercise books, pencils, erasers, rulers, and so many related expenses.
3.1. Assignment Structure In designing assignments, faculty can use a variety of features that encourage students to work steadily throughout the course and receive targeted assistance. These include assignment deadlines, partial-credit questions, and options such as learning aids, and pulling problems from a large pool of questions, which can be used to provide the same question differently to different students. In a recent study of students in a statistics course, those who were provided with different homework questions than the students sitting next to them scored at a higher level on end-of-module questions, indicating that many students work together on homework and copy answers, a practice known as “collaborative cheating”.
3.2. Feedback and Timing Students emphasizing fast and correct completion may not take advantage of learning opportunities if questions are not accessible outside of a specified period. Waiting too long for feedback reduces the chance that students remember how they solved the problem and learn from the correct solution. An open question is whether or not seeing a complete explanation of the correct solution, an approach advocated by having students wait a day before providing solutions in many statistics classes, leads to greater understanding and retention of solution methods than on-the-spot instruction.
The experiences of introducing, trialling or implementing online homework help have also highlighted various technological, pedagogical, ethical, economic, resource, and operational issues and challenges associated with providing online homework help. We believe that it would be beneficial to highlight some of them to guide schools and educational authorities and help them plan better for adopting online homework help strategies. In general, the issues and challenges fall into various categories, including technological issues, pedagogical issues, and strategic issues. Technological issues concern the infrastructure and the software tools used to allow the instructors to address the questions of students, who are often remote from them. It includes various aspects such as access control and authentication, scalability, multimedia communication tools, functionality of the teaching and learning environment, tools for assessment, user interfaces, etc. Pedagogical issues concern the skills and experience required by the tutors who give help and support to the students. Strategic issues concern the business plans and models, and the approach of the service provider to work with public educational institutions.
Regarding technological issues, there are, in general, more straightforward solutions or workarounds. In implementing or enhancing the features of a technology-supported online homework service, the features should be aligned to meet the educational objectives and the pedagogical context in which the help is being given. The fact that providing online homework help has to be done in a teaching as well as a learning environment should be fully considered in deciding on the required functionality. This means the difficulties and advantages of teaching a mathematical concept or topic online should be taken into account.
Computational technologies have already had a large impact on mathematics in many ways. Using a digital library like JSTOR, one can instantly access virtually every published piece of research in the mathematics literature. Sophisticated intuition-building applets, many with a high visual appeal, are available on the web for a remarkably wide range of fairly advanced concepts, and a large number of software packages will carry out routine computational tasks with speed and accuracy. In a number of popular courses, students carry out these programs extensively without ever acquiring seriously critical thinking and with significant drops in understanding. There are expansions in use of these technologies in various aspects of college mathematics that may be quite beneficial, encouraging students to practice while maintaining a critically reflective understanding of the concepts being applied.
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