can anyone do my math homework

can anyone do my math homework

The Importance of Completing Your Own Math Homework

1. The Benefits of Doing Your Own Math Homework

You gain a great deal when you do your own math assignments. One important benefit is that your own work on these problems can help you to understand and remember mathematical concepts. You are more likely to grasp new ideas if you work to think them through yourself. Moreover, doing your own work will provide you with a practice that helps to reinforce new skills. Just reading or watching someone else do a problem may not be sufficient. Another important benefit of doing your own work is that you can gain a clear picture of specifically where you stand in terms of understanding and skills. If you do a problem and do not get the answer, you know that you need help with that problem and can go get that help. If someone else does the problem for you or you simply get an answer from somewhere, you will not necessarily know whether you understand what you are doing. In this case, you may move on to other work in math, potentially running into more problems that are caused by the same lack of understanding or skill. This can lead to a snowball effect of confusion and frustration.

2. Developing Problem-Solving Skills

Problem-solving is more complex than applied computation, and students who attempt problems of this sort will gain a better understanding of the nature of mathematics. The process of “guess and check” can be a very important problem-solving strategy. Many word problems can be clarified through translation of words to mathematical sentences followed by solving of resulting equations. And the skills gained through maximization and minimization problems can be some of the most useful tools of applied mathematics. These are the sorts of tasks that many students will find taxing, but will be very proud of themselves for having done. And proud that they have done their own work. Too often students opt to have others do their work for them when assignments seem difficult. The ironic truth is that the one time when a student will learn most from doing an assignment is precisely the time when he/she doesn’t feel capable of completing it. Too often this occurs when the assignment is not done.

3. Enhancing Understanding and Retention of Mathematical Concepts

If students just complete their math problems so that they will have the answers when it comes time to do the homework, they are not really learning the concepts. In that case, the homework is busy work and not a vital part of the learning process. However, when a student does their own work, the learning process is much more favorable. Even just attempting the problems without looking at the answers first, the student is practicing, and practice makes permanent. The student is practicing what they have learned in class, and in doing so they are gaining a better understanding of the lesson. Then when the student goes to check their work they will see what they did wrong and how to fix it which further enforces what they have learned. Any concepts that were not fully understood can be clarified the next day when the student asks the teacher for help. Overall, there is a greater chance that the material learned from doing the homework will stick with the student. An example to support this comes from an Algebra II class. The teacher had assigned a very large set of problems that focused specifically on the method used to solve certain types of equations. One student managed to figure out, understand, and remember the method by doing 5 problems and checking them with the teacher. The student did not continue to do the other 15 problems but his understanding of the concept was sufficient and the teacher advised him to move on. Meanwhile, another student who did all 20 problems did not fully grasp the concept and emailed the teacher looking for help. The teacher advised the second student to meet with him so they could clear up the student’s misunderstandings. He then asked the second student why he felt the need to do 20 problems and the student replied “That’s what you assigned me.” This example illustrates how quality is better than quantity when it comes to doing homework.

4. Building Confidence and Self-Efficacy in Math

Confidence and self-efficacy are crucial to success in any subject, at any level. But in order to build confidence, students need to experience success. As students work through their math homework, they encounter new problems, and often times those which are different from what was done in class. Employing the problem-solving strategies and techniques they gleaned from class, students may still struggle at first to solve new problems. But as they persist and finally succeed, the satisfaction of knowing they did it themselves leads to increased self-confidence and self-efficacy. And this confidence and efficacy will carry over to the next test or quiz, where with any luck, one or two of those same problems will appear and can be answered with ease.

It is a common problem for many students that when they have trouble solving a problem on their math homework, they give up. Not only does this practice lead to “math anxiety,” where students become nervous and doubtful about their math abilities, but it also leads to decreased math self-efficacy. By giving up too easily, students miss the chance to reinforce their skills and knowledge, and ultimately their self-confidence suffers. Conversely, when students persevere to solve problems on their own, they often experience “mastery” of the content, and their confidence increases.

5. Overcoming Challenges and Achieving Academic Success

After discussing why it is critical to do your own math homework, we’ll take you through a few real-world solutions to problems often faced when attempting to do math homework. The first one is typically students simply copy down their homework from their notes and in the rush to get it done, don’t actually complete the problems. An easy solution for this problem is at the beginning of each section, go through the questions and write down how many you will complete that day. Then proceed to complete those questions, checking off each one as you finish. This allows the student to satisfy the feeling that there is no end to math homework, and as a result, give up doing the reduction and mastery work that the homework was assigned to produce. Just by counting out ten problems in your head and saying “OK, 1 down, 9 to go” before starting on the first one can make a world of difference.