our math homework helper

our math homework helper

Effective Strategies for Helping Students with Math Homework

1. Introduction to the Challenges of Math Homework

It can often be difficult for parents and teachers to encourage and help students with their math homework. This is because young children can only learn in 15-20 minute intervals. The longer you work with them, the more unproductive the time becomes. Additionally, it is very difficult for students learning a new concept to apply that new skill independently without explicit instruction. They need guided practice, and so homework is usually very difficult and time consuming. It is important to note that if the family is unable to successfully help the student with their homework, frustration can easily dampen family learning according to the parents but decrease student achievement.

It can also be challenging for teachers and parents to help students with their homework when the student does not know the process that will help them make sense of procedures. Often students will know the facts, or formulas, or strategies in isolation. They need to learn the reasoning behind the facts, formulas, or procedures to make the concepts enduring. Finally, students can also be faced with difficulties in completing their math homework if they are too dependent on cues from their parents and teachers. These students work only in the zone of proximal development according to Vygotsky, always waiting for assistance from a teacher or guide.

2. Strategies for Providing Support and Guidance

2. Guiding and supporting learners while they complete math homework.

3. Foster students’ sense of ownership and responsibility. That means that learners should be making choices and exerting input into what assignments look like, are used for, and how they are completed. Whenever possible, you (or your students) might consider having them regularly reflect on the purposes of assignments. What is the purpose of a particular assignment? To what degree do students believe that they understand both those purposes, and that their work meets the needs of those purposes? Foster students’ sense of ownership and responsibility. That means that learners should be making choices and exerting input into what assignments look like, are used for, and how they are completed. Whenever possible, you (or your students) might consider having them regularly reflect on the purposes of assignments. What is the purpose of a particular assignment? To what degree do students believe that they understand both those purposes, and that their work meets the needs of those purposes? Beyond their basic needs, the ultimate goal in completing assignments should reflect students’ sense of a purpose beyond meeting the needs of the teacher. How can students (and parents) communicate with you, if they are unclear about what they are being asked to do, or how to complete these tasks? If students understand that purpose and have some input, your adult and adolescent students will be more likely to adopt the approach necessary that will lead to completing the assignment successfully.

3. Utilizing Technology Tools for Math Assistance

Most students in today’s schools have grown up as sophisticated technology users in their personal and communications. That does not mean they are equally adept in the productive use of various tools that can empower them to reach higher levels of learning. This includes technology tools that can assist in producing various math concepts to be learned. If a student has to answer math at home and does not have the understanding of the process complete or does not know how to go about doing it, they likely gain nothing of lasting value from their homework assignment. They will go back to class and pretend to learn the process on the surface during review.

Once the student is able to utilize the computer to find visually how to interpret the basic written language and symbols to proceed, it is erased. They are able to get their homework answers but have usually not learned very much in learning to use the software. Additionally, the use of the software has ensured that the process will be completed precisely and not permanently absorbed nor in short-term memory. There are software programs that can provide opportunities to learn, practice, and reinforce mathematics concepts. Some can also provide assistance in including worksheets or answering problems. Each teacher has some control over offering this support or not. It is important for educators to select technology tools that not only are aligned with the math standards but also meet the needs of all learners, including special needs students.

4. Encouraging Independent Problem-Solving Skills

Children often have some difficulty in thinking for themselves without the constant approval from their parents. Many parents forget that their children can navigate through a math problem to a solution by using reasoning skills they already possess. Parents sometimes assume that they have “done their job” when they have been able to show their child how to get the correct answer. In actuality, they have done no such thing because of the squashing of the opportunity for the child to apply their thought process to get to the ultimate solution. Children can conceptualize whether the answer they are getting is reasonable or makes sense before they begin to calculate anything. Constant direction and instruction can lead to the child being dependent on the teacher or parent for solutions. There are many strategies that a parent can teach for solving math problems that, in return, give the child the necessary confidence to work independently and internalize the many numerical relationships within math.

When a parent is presented with a question that needs to be solved, it is wise for the parent to ask the child to tell them what they already know instead of the parent just starting to give information to the child. Invariably, the child knows more than they think. With little prompting, the child will relay their understanding of the question, which helps them reflect on the information that is available to them. Parents should always ask the child, “What are you trying to solve?” which leads the child to recall the information they already do have. The cues the parent will give the child will make them aware that they have the skills to approach the problem. In essence, the question asked to the child will be answered by the child, validating in their own head that they are capable of accomplishing a problem.

5. Effective Communication with Parents and Teachers

To better assist parents and lessen their concerns and worries, it’s important to provide effective methods for school-to-home communication about homework. Clear and timely briefing from the teacher at the start of the unit, explaining the step-by-step methods used during instruction, can provide a background to the expectations, as well as inform parents about potential challenges to look out for. Researchers often compare the methodology used in homework to the way we “teach back” or coach sports activities. In academics, we often use vocabulary and references unique to the material. If parents are familiar with the concepts presented and the teacher’s methods, they can more easily assist their children and prepare them for success.

Give your students and your students’ parents access to as much information as possible. Written, audio, and video presentations are popular tools among many forward-thinking schools for lectures and events, so why not utilize them for briefings about homework assignments? Such tools can be made available online not only through school websites, but also through social media channels. If a student has access to email, smartphones, or other digital necessities, odds are that the parent has similar access already in place and may be more likely to access and appreciate these digital resources. Educational content websites like Khan Academy and Thinkwell provide a plethora of free or minimally expensive resources to incorporate online and interactive tutoring as a seamless extension to face-to-face or pencil-to-paper instruction.