Removing the Stigma from Homework

As a math teacher, I try to build my classroom around the phrase “practice makes perfect.” The act of practicing lets us work through mistakes and misunderstandings before showcasing our skills for all to see. Its most prevalent application is in the world of sports, where athletes go through a myriad of drills to ingrain skills, movements, and situational awareness to a point where it becomes almost second nature. It’s this idea that I want to transfer over to a classroom, where instead of working on physical drills, my students practice until they are able to apply our math concepts subconsciously.

Homework and extra practice play a critical role in reaching this level of proficiency. In a subject like math, where skills are cumulative, regular practice is essential to reinforce the concepts that are taught in order to excel. One of the obstacles that I, as well as other teachers that I’ve talked to, face is the overwhelming amount of students who don’t turn their homework assignments in. To help combat this, I’ve developed the intervention shown below that uses an experimental model to gather data. I believe this technique will take away the anxiety and stress that can be present in the traditional homework experience and shift the focus back to practicing for growth and understanding.

By taking away the looming shadow of a grade based on accuracy, this intervention rewards students for challenging themselves. Even if they get the first half of the problems incorrect, they can still rebound, work through their misconceptions, and show growth. For students who may feel less confident in math, this can help boost self-confidence and offer a sense of accomplishment. I want my students to know that if they put in the effort, progress is achievable.