A recent study has indicated that assigning math homework to students, especially tasks that are too complex for them to handle even with parental assistance, might be counterproductive. Conducted by researchers from the University of South Australia and St Francis Xavier University in Canada, the study involved interviews with eight Canadian families, all of which had a child in grade 3, the age at which standardized math tests start in their region. The common sentiment was a dislike for math, attributed to the extra work it required.
Lisa O’Keeffe, a senior lecturer in mathematics education at the University of South Australia, pointed out that while homework is traditionally viewed as a beneficial academic reinforcement, its effectiveness is questionable when students find it too challenging to complete on their own or with help from their parents. The study highlighted several negative impacts, including delayed bedtimes, infringement on family time, and feelings of inadequacy and frustration.
One significant finding was the disconnect between the methods parents learned in school and the new approaches their children are taught, leading to additional stress and pressure. This evolution in teaching methods can cause difficulty in adapting, contributing to intergenerational negativity towards math. The study also noted that mothers, who were primarily responsible for assisting with homework, could inadvertently perpetuate negative stereotypes about women’s natural abilities in math.
The backdrop of the coronavirus pandemic, a period marked by increased at-home study and parental involvement in education, adds context to these findings. Despite the small sample size, the researchers believe their observations reflect a broader educational narrative. They argue for a reassessment of homework policies to ensure that assignments foster a positive mathematical identity from an early age, particularly to avoid disadvantaging girls in the field.
Sarah McDonald, an education lecturer at the University of South Australia and a co-author of the study, emphasizes the need for a better understanding of homework’s role and impact. While homework is often credited with non-academic advantages like promoting independence and self-discipline, the actual experiences of families in this study suggest otherwise. This research has been shared in the British Journal of Sociology of Education, calling for a careful reconsideration of how math homework is assigned to support students’ growth and interest in the subject.
