they have had homework in mathematics recently

They have had ________homework in mathematics recently.

Select your answer:          

Next Quiz >

Other quiz:

Without the new taxes, houses built before World War II ___ lower costs than more modern homes do.

A. Has B. Have

It (rain)________ almost every morning in London.

How to use : Read the question carefully, then select one of the answers button.

GrammarQuiz.Net - Improve your knowledge of English grammar, the best way to kill your free time.

Have an account?

Suggestions for you See more

Quantifiers

University  , present perfect, 8th -  11th  , why and because, 3rd -  5th  .

21 questions

Introducing new   Paper mode

No student devices needed.   Know more

They have had ________homework in mathematics recently.

How ___________time do you need to finish the work?

There are too ____________students in the library.

Have you visited ___________ foreign countries?

Although he's very ill, he didn't take ___________ medicine.

________people know as much about linguistics as John does.

They say ___________ knowledge is a dangerous thing.

He's having ___________ of trouble passing his driving test.

I spend _____________ of my time reading novels.

He knows ________ English. He knows enough English to manage.

We are going to be late. There is too ______ (much / many) traffic.

Yeah, the ______________ (amount / number) of people driving is incredible.

I've never seen this ________________ cars.

Can you bring soda to the picnic? I don't have __________

Yeah, I think I've got _____________ left over from the

How do you feel about your new job? Do you have as ______ responsibilities as you used to?

The job is great. I have about the same __________ of

work to do as before, but I have _______ stress and problems.

many , amount, less, fewer

much, number, little , fewer

many , number , few, a little

much , amount , little, fewer.

This president had _________ power.

She spoke __________ English. It was nearly impossible to understand her.

They got __________ complaints.

I'm sorry, but I have __________ time to waste.

Explore all questions with a free account

Continue with email

Continue with phone

by isabel olmedo

Choose the correct quantifier. 1. They have had _________ homework in mathematics recently. 2. How _________ time do you need to finish the work? 3. There are too __________ students in the library. 4. Have you visited _______ foreign country? 5.... More

Choose the correct quantifier. 1. They have had _________ homework in mathematics recently. 2. How _________ time do you need to finish the work? 3. There are too __________ students in the library. 4. Have you visited _______ foreign country? 5. Although he s very ill, he didn t take ________ medicine. 6. ________ people know as much about linguistics as John does. 7. They say ________ knowledge is a dangerous thing. 8. He s having ________ of trouble passing his driving test. 9. I spend ____________ of my time reading novels. 10. He knows ____________ English. He knows enough English to manage. In the following sentences, fill in the gaps with one of the following quantifiers: much, many, a lot of, most, a little, little, a few, few 1. It seems to me that we haven t had assignments in English this term. 2. How material can we be expected to read in one week? 3. I ve unfortunately had headaches already because of stress. 4. Our yard looks awful this summer. T Less

Choose the correct quantifier. 1. They have had _________ homework in mathematics recently. 2. How _________ time do you need to finish the work? 3. There are too __________ students in the library. 4. Have you visited _______ foreign country? 5. Although he s very ill, he didn t take ________ medicine. 6. ________ people know as much about linguistics as John does. 7. They say ________ knowledge is a dangerous thing. 8. He s having ________ of trouble passing his driving test. 9. I spend ____________ of my time reading novels. 10. He knows ____________ English. He knows enough English to manage. In the following sentences, fill in the gaps with one of the following quantifiers: much, many, a lot of, most, a little, little, a few, few 1. It seems to me that we haven t had assignments in English this term. 2. How material can we be expected to read in one week? 3. I ve unfortunately had headaches already because of stress. 4. Our yard looks awful this summer. There are too weeds. 5. I didn t use fertilizer last spring, and that has made a difference. 6. Also, I ve paid very attention to how rain we ve had. 7. I m afraid it s rained times this summer, and that is why the grass is turning brown and dying. Farmers are very upset. 8. How good would it do if we watered the plants ourselves? . 9. of the advice I have ever received from so-called "experts" has been useless. 10. They said that just help could make a big difference. 11. people know as much about computers as Tomas does. 12. It does us good when the banking system collapses. Choose the correct quantifier. 13. They have had lots of homework in mathematics recently. 14. How much time do you need to finish the work?

15. There are too many students in the library. 16. Have you visited any foreign country? 17. Although he s very ill, he didn t take any medicine. 18. Few people know as much about linguistics as John does. 19. They say little knowledge is a dangerous thing. 20. He s having a lot of trouble passing his driving test. 21. I spend most of my time reading novels. 22. He knows a little English. He knows enough English to manage.

• Related publications
• Add to favorites

• Share full article

Advertisement

Supported by

Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

Filed under:

• The Highlight

Nobody knows what the point of homework is

The homework wars are back.

Share this story

• Share this on Facebook
• Share this on Twitter
• Share this on Reddit
• Share All sharing options

Share All sharing options for: Nobody knows what the point of homework is

As the Covid-19 pandemic began and students logged into their remote classrooms, all work, in effect, became homework. But whether or not students could complete it at home varied. For some, schoolwork became public-library work or McDonald’s-parking-lot work.

Luis Torres, the principal of PS 55, a predominantly low-income community elementary school in the south Bronx, told me that his school secured Chromebooks for students early in the pandemic only to learn that some lived in shelters that blocked wifi for security reasons. Others, who lived in housing projects with poor internet reception, did their schoolwork in laundromats.

According to a 2021 Pew survey , 25 percent of lower-income parents said their children, at some point, were unable to complete their schoolwork because they couldn’t access a computer at home; that number for upper-income parents was 2 percent.

The issues with remote learning in March 2020 were new. But they highlighted a divide that had been there all along in another form: homework. And even long after schools have resumed in-person classes, the pandemic’s effects on homework have lingered.

Over the past three years, in response to concerns about equity, schools across the country, including in Sacramento, Los Angeles , San Diego , and Clark County, Nevada , made permanent changes to their homework policies that restricted how much homework could be given and how it could be graded after in-person learning resumed.

Three years into the pandemic, as districts and teachers reckon with Covid-era overhauls of teaching and learning, schools are still reconsidering the purpose and place of homework. Whether relaxing homework expectations helps level the playing field between students or harms them by decreasing rigor is a divisive issue without conclusive evidence on either side, echoing other debates in education like the elimination of standardized test scores from some colleges’ admissions processes.

I first began to wonder if the homework abolition movement made sense after speaking with teachers in some Massachusetts public schools, who argued that rather than help disadvantaged kids, stringent homework restrictions communicated an attitude of low expectations. One, an English teacher, said she felt the school had “just given up” on trying to get the students to do work; another argued that restrictions that prohibit teachers from assigning take-home work that doesn’t begin in class made it difficult to get through the foreign-language curriculum. Teachers in other districts have raised formal concerns about homework abolition’s ability to close gaps among students rather than widening them.

Many education experts share this view. Harris Cooper, a professor emeritus of psychology at Duke who has studied homework efficacy, likened homework abolition to “playing to the lowest common denominator.”

But as I learned after talking to a variety of stakeholders — from homework researchers to policymakers to parents of schoolchildren — whether to abolish homework probably isn’t the right question. More important is what kind of work students are sent home with and where they can complete it. Chances are, if schools think more deeply about giving constructive work, time spent on homework will come down regardless.

There’s no consensus on whether homework works

The rise of the no-homework movement during the Covid-19 pandemic tapped into long-running disagreements over homework’s impact on students. The purpose and effectiveness of homework have been disputed for well over a century. In 1901, for instance, California banned homework for students up to age 15, and limited it for older students, over concerns that it endangered children’s mental and physical health. The newest iteration of the anti-homework argument contends that the current practice punishes students who lack support and rewards those with more resources, reinforcing the “myth of meritocracy.”

But there is still no research consensus on homework’s effectiveness; no one can seem to agree on what the right metrics are. Much of the debate relies on anecdotes, intuition, or speculation.

Researchers disagree even on how much research exists on the value of homework. Kathleen Budge, the co-author of Turning High-Poverty Schools Into High-Performing Schools and a professor at Boise State, told me that homework “has been greatly researched.” Denise Pope, a Stanford lecturer and leader of the education nonprofit Challenge Success, said, “It’s not a highly researched area because of some of the methodological problems.”

Experts who are more sympathetic to take-home assignments generally support the “10-minute rule,” a framework that estimates the ideal amount of homework on any given night by multiplying the student’s grade by 10 minutes. (A ninth grader, for example, would have about 90 minutes of work a night.) Homework proponents argue that while it is difficult to design randomized control studies to test homework’s effectiveness, the vast majority of existing studies show a strong positive correlation between homework and high academic achievement for middle and high school students. Prominent critics of homework argue that these correlational studies are unreliable and point to studies that suggest a neutral or negative effect on student performance. Both agree there is little to no evidence for homework’s effectiveness at an elementary school level, though proponents often argue that it builds constructive habits for the future.

For anyone who remembers homework assignments from both good and bad teachers, this fundamental disagreement might not be surprising. Some homework is pointless and frustrating to complete. Every week during my senior year of high school, I had to analyze a poem for English and decorate it with images found on Google; my most distinct memory from that class is receiving a demoralizing 25-point deduction because I failed to present my analysis on a poster board. Other assignments really do help students learn: After making an adapted version of Chairman Mao’s Little Red Book for a ninth grade history project, I was inspired to check out from the library and read a biography of the Chinese ruler.

For homework opponents, the first example is more likely to resonate. “We’re all familiar with the negative effects of homework: stress, exhaustion, family conflict, less time for other activities, diminished interest in learning,” Alfie Kohn, author of The Homework Myth, which challenges common justifications for homework, told me in an email. “And these effects may be most pronounced among low-income students.” Kohn believes that schools should make permanent any moratoria implemented during the pandemic, arguing that there are no positives at all to outweigh homework’s downsides. Recent studies , he argues , show the benefits may not even materialize during high school.

In the Marlborough Public Schools, a suburban district 45 minutes west of Boston, school policy committee chair Katherine Hennessy described getting kids to complete their homework during remote education as “a challenge, to say the least.” Teachers found that students who spent all day on their computers didn’t want to spend more time online when the day was over. So, for a few months, the school relaxed the usual practice and teachers slashed the quantity of nightly homework.

Online learning made the preexisting divides between students more apparent, she said. Many students, even during normal circumstances, lacked resources to keep them on track and focused on completing take-home assignments. Though Marlborough Schools is more affluent than PS 55, Hennessy said many students had parents whose work schedules left them unable to provide homework help in the evenings. The experience tracked with a common divide in the country between children of different socioeconomic backgrounds.

So in October 2021, months after the homework reduction began, the Marlborough committee made a change to the district’s policy. While teachers could still give homework, the assignments had to begin as classwork. And though teachers could acknowledge homework completion in a student’s participation grade, they couldn’t count homework as its own grading category. “Rigorous learning in the classroom does not mean that that classwork must be assigned every night,” the policy stated . “Extensions of class work is not to be used to teach new content or as a form of punishment.”

Canceling homework might not do anything for the achievement gap

The critiques of homework are valid as far as they go, but at a certain point, arguments against homework can defy the commonsense idea that to retain what they’re learning, students need to practice it.

“Doesn’t a kid become a better reader if he reads more? Doesn’t a kid learn his math facts better if he practices them?” said Cathy Vatterott, an education researcher and professor emeritus at the University of Missouri-St. Louis. After decades of research, she said it’s still hard to isolate the value of homework, but that doesn’t mean it should be abandoned.

Blanket vilification of homework can also conflate the unique challenges facing disadvantaged students as compared to affluent ones, which could have different solutions. “The kids in the low-income schools are being hurt because they’re being graded, unfairly, on time they just don’t have to do this stuff,” Pope told me. “And they’re still being held accountable for turning in assignments, whether they’re meaningful or not.” On the other side, “Palo Alto kids” — students in Silicon Valley’s stereotypically pressure-cooker public schools — “are just bombarded and overloaded and trying to stay above water.”

Merely getting rid of homework doesn’t solve either problem. The United States already has the second-highest disparity among OECD (the Organisation for Economic Co-operation and Development) nations between time spent on homework by students of high and low socioeconomic status — a difference of more than three hours, said Janine Bempechat, clinical professor at Boston University and author of No More Mindless Homework .

When she interviewed teachers in Boston-area schools that had cut homework before the pandemic, Bempechat told me, “What they saw immediately was parents who could afford it immediately enrolled their children in the Russian School of Mathematics,” a math-enrichment program whose tuition ranges from $140 to about $400 a month. Getting rid of homework “does nothing for equity; it increases the opportunity gap between wealthier and less wealthy families,” she said. “That solution troubles me because it’s no solution at all.”

A group of teachers at Wakefield High School in Arlington, Virginia, made the same point after the school district proposed an overhaul of its homework policies, including removing penalties for missing homework deadlines, allowing unlimited retakes, and prohibiting grading of homework.

“Given the emphasis on equity in today’s education systems,” they wrote in a letter to the school board, “we believe that some of the proposed changes will actually have a detrimental impact towards achieving this goal. Families that have means could still provide challenging and engaging academic experiences for their children and will continue to do so, especially if their children are not experiencing expected rigor in the classroom.” At a school where more than a third of students are low-income, the teachers argued, the policies would prompt students “to expect the least of themselves in terms of effort, results, and responsibility.”

Not all homework is created equal

Despite their opposing sides in the homework wars, most of the researchers I spoke to made a lot of the same points. Both Bempechat and Pope were quick to bring up how parents and schools confuse rigor with workload, treating the volume of assignments as a proxy for quality of learning. Bempechat, who is known for defending homework, has written extensively about how plenty of it lacks clear purpose, requires the purchasing of unnecessary supplies, and takes longer than it needs to. Likewise, when Pope instructs graduate-level classes on curriculum, she asks her students to think about the larger purpose they’re trying to achieve with homework: If they can get the job done in the classroom, there’s no point in sending home more work.

At its best, pandemic-era teaching facilitated that last approach. Honolulu-based teacher Christina Torres Cawdery told me that, early in the pandemic, she often had a cohort of kids in her classroom for four hours straight, as her school tried to avoid too much commingling. She couldn’t lecture for four hours, so she gave the students plenty of time to complete independent and project-based work. At the end of most school days, she didn’t feel the need to send them home with more to do.

A similar limited-homework philosophy worked at a public middle school in Chelsea, Massachusetts. A couple of teachers there turned as much class as possible into an opportunity for small-group practice, allowing kids to work on problems that traditionally would be assigned for homework, Jessica Flick, a math coach who leads department meetings at the school, told me. It was inspired by a philosophy pioneered by Simon Fraser University professor Peter Liljedahl, whose influential book Building Thinking Classrooms in Mathematics reframes homework as “check-your-understanding questions” rather than as compulsory work. Last year, Flick found that the two eighth grade classes whose teachers adopted this strategy performed the best on state tests, and this year, she has encouraged other teachers to implement it.

Teachers know that plenty of homework is tedious and unproductive. Jeannemarie Dawson De Quiroz, who has taught for more than 20 years in low-income Boston and Los Angeles pilot and charter schools, says that in her first years on the job she frequently assigned “drill and kill” tasks and questions that she now feels unfairly stumped students. She said designing good homework wasn’t part of her teaching programs, nor was it meaningfully discussed in professional development. With more experience, she turned as much class time as she could into practice time and limited what she sent home.

“The thing about homework that’s sticky is that not all homework is created equal,” says Jill Harrison Berg, a former teacher and the author of Uprooting Instructional Inequity . “Some homework is a genuine waste of time and requires lots of resources for no good reason. And other homework is really useful.”

Cutting homework has to be part of a larger strategy

The takeaways are clear: Schools can make cuts to homework, but those cuts should be part of a strategy to improve the quality of education for all students. If the point of homework was to provide more practice, districts should think about how students can make it up during class — or offer time during or after school for students to seek help from teachers. If it was to move the curriculum along, it’s worth considering whether strategies like Liljedahl’s can get more done in less time.

Some of the best thinking around effective assignments comes from those most critical of the current practice. Denise Pope proposes that, before assigning homework, teachers should consider whether students understand the purpose of the work and whether they can do it without help. If teachers think it’s something that can’t be done in class, they should be mindful of how much time it should take and the feedback they should provide. It’s questions like these that De Quiroz considered before reducing the volume of work she sent home.

More than a year after the new homework policy began in Marlborough, Hennessy still hears from parents who incorrectly “think homework isn’t happening” despite repeated assurances that kids still can receive work. She thinks part of the reason is that education has changed over the years. “I think what we’re trying to do is establish that homework may be an element of educating students,” she told me. “But it may not be what parents think of as what they grew up with. ... It’s going to need to adapt, per the teaching and the curriculum, and how it’s being delivered in each classroom.”

For the policy to work, faculty, parents, and students will all have to buy into a shared vision of what school ought to look like. The district is working on it — in November, it hosted and uploaded to YouTube a round-table discussion on homework between district administrators — but considering the sustained confusion, the path ahead seems difficult.

When I asked Luis Torres about whether he thought homework serves a useful part in PS 55’s curriculum, he said yes, of course it was — despite the effort and money it takes to keep the school open after hours to help them do it. “The children need the opportunity to practice,” he said. “If you don’t give them opportunities to practice what they learn, they’re going to forget.” But Torres doesn’t care if the work is done at home. The school stays open until around 6 pm on weekdays, even during breaks. Tutors through New York City’s Department of Youth and Community Development programs help kids with work after school so they don’t need to take it with them.

As schools weigh the purpose of homework in an unequal world, it’s tempting to dispose of a practice that presents real, practical problems to students across the country. But getting rid of homework is unlikely to do much good on its own. Before cutting it, it’s worth thinking about what good assignments are meant to do in the first place. It’s crucial that students from all socioeconomic backgrounds tackle complex quantitative problems and hone their reading and writing skills. It’s less important that the work comes home with them.

Jacob Sweet is a freelance writer in Somerville, Massachusetts. He is a frequent contributor to the New Yorker, among other publications.

Will you help keep Vox free for all?

Millions rely on Vox’s journalism to understand the coronavirus crisis. We believe it pays off for all of us, as a society and a democracy, when our neighbors and fellow citizens can access clear, concise information on the pandemic. But our distinctive explanatory journalism is expensive. Support from our readers helps us keep it free for everyone. If you have already made a financial contribution to Vox, thank you. If not, please consider making a contribution today from as little as $3.

We accept credit card, Apple Pay, and Google Pay. You can also contribute via

Can we protect and profit from the oceans?

Sometimes kids need a push. here’s how to do it kindly., who gets to flourish, sign up for the newsletter today, explained, thanks for signing up.

Check your inbox for a welcome email.

Oops. Something went wrong. Please enter a valid email and try again.

Peter DeWitt's

Finding common ground.

A former K-5 public school principal turned author, presenter, and leadership coach, DeWitt provides insights and advice for education leaders. He can be found at www.petermdewitt.com . Read more from this blog .

Students’ Math Outcomes Have Plummeted. Here’s What to Do

• Share article

Math education across the country is in urgent need of redesign, and recent NAEP scores confirm there is no time to waste, with students showing the largest decline in math scores for 4th and 8th graders since 1990.

Recent findings from the EdWeek Research Center offer school leaders a good place to start. They note the deep tension between theory and practice in math education . This persistent disconnect leads too many teachers to grapple with translating complex pedagogical approaches into tangible classroom outcomes, often impacting student learning.

As leader of the Bank Street Education Center, a key focus of my work is improving math education for students in schools across New York City. Through partnerships with school leaders and educators in pre-K through high school settings, our work has uncovered three crucial strategies essential to improving math learning: increased instructional time, investments in teachers’ continuous improvement, and centering student voices.

These interconnected strategies reinforce and complement each other. They are curriculum-agnostic and provide school leaders with specific structures and processes that build off the existing strengths of teachers and students to help drive deeper levels of student learning.

1. Increased Instructional Time for Students

At the heart of the theory-practice gap is the simple truth that time is paramount in learning. Mastering mathematical concepts requires time for immersion, thoughtful exploration, and the practicing of the concepts. Research consistently demonstrates that increased time spent on learning activities correlates with improved academic outcomes.

In math, increased instructional time for students provides educators with the breathing space necessary to reinforce concepts, where they have the time to use a variety of teaching methods.Strategies include restructuring the school day, strategic scheduling, leveraging technology for personalized learning, and offering targeted support for students needing interventions.

We’ve seen firsthand results: an MDRC study found that children in New York City who received two years of early math interventions implemented by Bank Street in pre-K and kindergarten had improved 3rd grade math-test scores. By implementing the supplemental math program High 5s, students were able to meet in small groups for 30 minutes three times a week for playlike activities tailored to their developmental level. We’ve estimated an effect equivalent to closing about 40 percent of the achievement gap between children from families with low incomes and their peers from higher-income families.

2. Continuous Improvement Processes for Teacher Teams

Teachers are the linchpin between theory and practice. Educational theories are only as effective as real-time implementation across diverse math contexts and settings. Continuous improvement processes empower educators with the tools and collaborative structures needed to bridge this gap.

This work includes creating spaces for teachers to identify instructional barriers and their root causes, test out research-based theories, analyze students’ data, share implementation strategies, and collectively decide what actions can lead to improved student outcomes and benefits. This investment also fosters teachers’ efficacy and creates a culture of learning and adaptability required to meet the new teaching and learning demands.

In Brooklyn, we are working with a network of middle schools to increase the percentage of Black, Latinx, and students experiencing poverty who are prepared for upper-grades mathematics and on track for success in high school by the end of 8th grade. By bringing together vertical teams of teachers and their school and district leaders to receive math professional development and coaching focused on their improvement theories, we’ve seen promising growth. Early research shows positive feedback from teachers regarding implementation and its impact on practice, with many reporting that they now have more insight into how to decrease student fears and anxieties around math and a deeper understanding of how to meaningfully improve discussions in math class by helping students build foundational skills and math vocabulary.

3. Centering Student Voices

As we work to balance education theory and practice in math, too often, student voice is left out of the equation. The practical application of any pedagogical approach requires a deep understanding of who students are and how they make sense of and interact with the content. Centering students’ lived experiences and perspectives allows educators to understand how students learn best and apply that knowledge in dynamic and complex classroom settings.

In partnership with the Yonkers public schools, we have integrated student-empathy interviews and a student-voice survey across 22 schools to help improve how teachers approach feedback for students. Students offer their experiences and needs as math learners, and teachers leverage that information to determine which research-based theories to implement and how to adapt them for their students. A recent case study from PERTS showed an increase in student engagement and an improvement across other learning conditions, including learning goals and classroom community.

As we look ahead, it is clear that a more nuanced approach to math education is required. With the right leadership, these three strategies—increased instructional time, continuous improvement for teachers, and centering student voice—bridge the gap between theory and practice for math educators and are quickly scalable in schools across the country. Through this work, we can create more effective learning environments for students and build the future of math education we hope to see.

The opinions expressed in Peter DeWitt’s Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Sign Up for EdWeek Update

Edweek top school jobs.

Sign Up & Sign In

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Springer Nature - PMC COVID-19 Collection

Homework characteristics as predictors of advanced math achievement and attitude among US 12th grade students

Thomas j. smith.

1 Northern Illinois University, DeKalb, IL USA

David A. Walker

Cornelius mckenna.

2 Chana, USA

Associated Data

Upon request from the authors.

The present study examined the 2015 Trends in international mathematics and science study “Advanced” data to examine how both the type of homework assigned and how that homework was used were related to advanced mathematics achievement and attitudes toward advanced mathematics among 12th grade students in the USA. Additionally, students’ use of the internet was examined as a predictor of these outcomes. Results showed that the use of homework assignments that required students to find one or more applications of the content covered in class was a statistically significant positive predictor of both Students like learning advanced mathematics and students value advanced mathematics , while discussing homework in class was a significant, negative predictor of Students like learning advanced mathematics. Additionally, using the internet to discuss math topics with other students and to find information was significantly, positively associated with both attitudinal outcomes. Using the internet to communicate with the teacher was positively associated with Students like learning advanced mathematics scores.

Introduction

Increasing student performance in mathematics is an important goal in K-12 education, as mathematics ability is key to success and advancement in many fields. A challenge for mathematics educators is to examine the relationships among factors that may account for the performance of students so that potential improvements in instructional practices may be identified and implemented. Because of their readily malleable nature (given adequate resources and policies that permit them), two factors that are of particular interest in this realm include the use of teacher-assigned homework and the use of the internet.

Teacher-assigned homework long has been believed to affect mathematics achievement in school-aged youth. Cooper et al. ( 2006 , p. 1) define homework as “any task assigned by schoolteachers intended for students to carry out during nonschool hours.” However, the complex interactions of various factors that influence the effectiveness of homework practices has made the study of homework practices and their effect on student academic achievement difficult for researchers to address. Cooper ( 1989a ) categorizes these factors into three broad categories: (1) characteristics of the homework assignments, (2) teacher factors, and (3) home community factors, and further concludes that homework generally has a positive effect on achievement. An early meta-analysis by Walberg et al. ( 1985 ) examining the effect of the amount of homework assigned per week on achievement concluded that this effect is large in magnitude. A meta-analysis carried out by Cooper ( 1989a , and summarized in Cooper 1989b ) reviewed nearly 120 studies that examined the effects of homework on student achievement. These studies were divided into three groups. The first group of studies simply compared the achievement of students who were assigned homework with students who were not assigned homework. Of the 20 most recent of these studies, 14 showed positive effects of homework on achievement, with an average effect size of d  = 0.21 for the full set of 20 studies. The second set of 14 studies (Cooper 1989a , 1989b ) compared the effects of assigned homework on achievement to in-class supervised study. The 14 studies yielded an average effect size of d  = 0.09. The third set of 18 studies (Cooper 1989a , b ) found that the average correlation between time spent on homework and subsequent achievement across the 27 samples was r  = 0.19. An update on this meta-analysis carried out by Cooper et al. ( 2006 ), which included studies completed after 1989, found evidence for a positive influence of homework on academic achievement, whether achievement was measured by grades or by standardized tests. Among the studies in the Cooper et al. meta-analysis that involved control procedures, effect sizes ranged from d  = 0.39 to 0.97. The authors also note that the effects of homework on achievement among K-6 students are weakest, and are stronger at the 7–12 grade levels.

De Jong et al. ( 2000 ) reported that the amount of homework (defined as the number of homework tasks assigned) was the only homework variable related to achievement. However, Cooper et al. ( 2006 ) report that time spent on homework was not linearly related to achievement, and that the effectiveness of homework diminished if too much is given. A study by Trautwein et al. ( 2002 ) examined data from N  = 1976 German 7 th grade students found that the frequency of homework was positively related to math achievement, but the length of homework assignments had no significant effect on achievement. The authors also found that teacher monitoring of homework completion was not significantly related to math achievement. Fyfe ( 2016 ) found that teacher feedback on homework assignments resulted in higher test performance, but only for students with a low level of prior knowledge.

Besides achievement, a construct of interest when examining the effects of homework includes student attitude. As reported in Cooper et al. ( 2006 ), some studies (e.g., Covington 1998 ; Deslandes and Cloutier 2002 ; Harris et al. 1993 ; Jackson 2003 ) suggest that girls may exert greater effort on assigned homework and may possess more positive attitudes toward homework than boys. These studies, however, focus on attitudes toward homework as an outcome, rather than examining how homework is related to attitudes toward mathematics. Singh et al. ( 2002 )—in a structural equation model they constructed examining the effects of motivation, interest, and engagement on math and science achievement—found that time spent on math homework was significantly and positively associated with attitude toward math, and a similar positive relationship was observed between time spent on science homework and attitude toward science.

Existing studies involving the effects of homework generally have examined samples of students from a broad range of abilities. Few existing studies, however, have examined the effects of homework among students who are enrolled in advanced math or science courses and, further, few studies have examined how specific characteristics of assigned homework might relate to achievement or attitudes.

Student use of the internet

Another student activity that might have some impact on student achievement and attitudes and that is closely linked to student-completed homework is student use of the internet for learning purposes. A report by the U.S. Department of Education on teachers’ use of technology for school and homework assignments among children in grades 3–12 (Gray and Lewis, 2020 ) that was completed in response to a request by the U.S. Congress found that 77% of teachers assigned technology-based homework to their students. Among these teachers, a strong majority (86%) reported that their students encountered little or no difficulty in these tasks due to unfamiliarity with technology. Clearly, technology is becoming an integral component of class and homework activities, an observation that became clearly evident during stay-at-home conditions compelled by the COVID-19 epidemic. Cheung and Slavin ( 2013 ) summarize much of the research on technology use in education in their review of 74 such studies, where they concluded that technological innovations result in positive but small effects on student test scores. Roschelle et al. ( 2016 ) found that the use of an immediate (in the moment) online mathematics intervention afforded students with documented previous lower achievement in mathematics greater benefit; though the effect was small. However, Agasisti et al.’s ( 2017 ) analyses of PISA data across numerous countries indicated that intense use of information and communication technology (ICT) is associated, in most countries, with lower test scores. They suggest that the competency of the teacher in facilitating ICT use may be key to its success.

With regard to the effects of technology on attitudes toward mathematics, some research has been carried out that examines how technology integration is related to math attitudes. A meta-analysis carried out by Higgins et al. ( 2019 ) reviewed 24 studies involving 4522 participants found that, overall, technology had a significant, positive overall impact on student motivation and attitudes. The examined studies, however, focused on specific technological interventions, rather than students’ use of technology use (and specifically use of the internet) for the purpose of learning mathematics. A study by White and Loong ( 2004 ) surveyed pre-adolescent students and found that a greater preference for finding mathematics material on the internet (compared to textbooks) was related to significantly lower perceived value of mathematics. White and Loong’s study, however, focused on preference for the internet as a learning modality rather than the extent to which the internet actually was used.

Current study

The current study extends this research into both the effects of homework activities and the effects of internet use on student achievement as well as student attitude outcomes. Specifically, the purpose of the present study was to examine how (1) characteristics of assigned homework (type of homework, and how that homework was used) and (2) use of the internet in class activities was related to mathematics achievement and attitudes toward advanced mathematics among high school students in the US enrolled in advanced mathematics courses. To this end, a select sample of students (12th graders enrolled in advanced mathematics courses) was used, and the following research questions addressed:

To what extent is the type of homework assigned by the advanced mathematics teacher and the teacher’s use of homework related to students’ advanced math achievement?

To what extent is the type of homework assigned by the advanced mathematics teacher and the teacher’s use of homework related to students’ attitude toward advanced mathematics?

To what extent is use of the internet for class activities related to students’ advanced math achievement?

To what extent is use of the internet for class activities related to students’ attitude toward advanced mathematics?

The present study used the Trends in International Mathematics and Science Study (TIMSS) 2015 “Advanced” data set (Martin et al. 2016 ). The TIMSS Advanced data contain information on 12th grade students enrolled in advanced science or mathematics courses, including data on math and science achievement, student background characteristics, school background, and teacher background. For the present study, we used data from the “Advanced Mathematics Population” (Martin et al., p. 3.4), which included US students in their final year of secondary school (12th grade) who had enrolled in an advanced mathematics course (i.e., Advanced Placement, International Baccalaureate, or another advanced mathematics course), as well as data from their associated advanced mathematics teacher. Students in the TIMSS sample were selected from the population of 12th grade advanced mathematics students using a two-stage stratified cluster sampling procedure where the first stage constituted a random sample of schools, and the second stage involved the selection of one or two intact classes of students (Martin et al.). School type (e.g., public vs. private) and location (e.g., metropolitan, non-metropolitan), and school performance on national exams served as stratification variables. Additionally, data from the teachers of the students advanced mathematics courses were collected. Although the vast majority of advanced math courses in the TIMSS data (98.2%) were courses in which the teacher assigned homework to students, because this study focused on the effects of homework characteristics (type and use), we only considered those classes in which homework was assigned. The total unweighted sample size of student–teacher pairs was N  = 4050.

To address the research questions, the outcome of overall mathematics achievement as measured by the TIMSS-administered assessment was used. Reliability for the overall scores was alpha = 0.91. Additionally, two indices of attitude toward mathematics obtained from responses to the Student Questionnaire (IEA 2014 ) were considered as dependent variables: the Students Like Learning Advanced Mathematics (SLM) scale and the Students Value Advanced Mathematics (SVM) scale. Scale scores were based on student responses to either 12 items (SLM scale) or 9 items (SVM scale) pertaining to the corresponding constructs; e.g., I enjoy figuring out challenging mathematics and I like studying for my mathematics class outside of school (SLM scale); and It is important to do well my mathematics class and Doing well in mathematics will help me get into the university of my choice (SVM scale). Each item was associated with four Likert response options ( Agree a lot to Disagree a lot ). The scale developers created composite scores from the two math attitude scales using item response theory (IRT) procedures, and these composite scores are contained in the data set. Scores from each scale have demonstrated good evidence of reliability for the US sample, with reliability alpha = 0.91 (SLM scale) and alpha = 0.81 (SVM scale). The type of homework assigned by the teacher as well as the teacher’s use of homework was assessed by items the TIMSS Teacher Questionnaire (IEA 2014 ). The specific homework characteristics assessed in TIMSS are shown in Table ​ Table1 1 .

TIMSS teacher questionnaire items assessing type and use of homework assignments

Response options for each item were coded as 1 =  Never or almost never , 2 =  Sometimes , and 3 =  Always or almost always

To address RQ1 and RQ2, multiple regression analyses were carried out where indicators of the type of homework assigned were entered as predictors of TIMSS advanced mathematics achievement, and also as predictors of each of the two science attitude measures. A second set of regression analyses then was carried out that included indicators of the manner in which homework was used as predictors of the same achievement and attitude outcomes. Based on prior literature supporting a positive relationship between parental educational attainment and student attitudinal and achievement outcomes (e.g., Anderson 1980 ; Bakker et al. 2007 ; Bui 2002 ; Coley et al. 2007 ; Schlecter and Mislevy 2010 ; Spera 2006 ), and based on prior research suggesting that, among high achievers, males show higher math achievement than females (Zhou et al. 2017 ), both gender and parental education attainment were used as control variables. For RQ3 and RQ4, seven indicators of student use of the internet as reported by the student (Table ​ (Table2) 2 ) were used as predictors of the two TIMSS mathematics attitude outcomes (SLM and SVM) as well as TIMSS mathematics achievement scores. For all regression analyses, supplied student-level sampling weights were used and, to account for the complex, multi-stage sampling design, standard errors were adjusted using jackknife replications. Each set of TIMSS science achievement scores consist of a set of five plausible values; therefore, regression analyses were carried out five times, and obtained parameter estimates averaged across these regressions. For the regression analyses, error degrees of freedom were computed as the number of PSUs (clusters) minus the number of strata (unless a stratum had a single PSU), minus the number of regressors. In the TIMSS data, some students were taught by more than one mathematics teacher. Thus the sample sizes for regressions involving teacher predictors were larger than the sample sizes for regressions involved student variables. Analyses were carried out using SPSS v.26 in combination with the IEA International Database (IDB) Analyzer (IEA 2020 ).

TIMSS student questionnaire items assessing the use of internet in class

Response options were coded as 0 =  No and 1 =  Yes

Tables ​ Tables3 3 and ​ and4 4 show results for multiple regression analyses predicting Advanced Mathematics Achievement, Students Like Learning Advanced Mathematics (SLM), and Students Value Advanced Mathematics (SVM) from homework type, homework use, and the remaining regressors. For each analysis, the regression assumptions of linearity, homoscedasticity, and normality of residuals were assessed and met. Excessive multicollinearity among regressors was not evident, with no VIF values exceeding 2.0. As can be seen from these results, when controlling for student gender and parental educational background, none of the homework type and homework use indicators significantly predicted advanced mathematics achievement. However, when controlling for the other predictors, increased parental education was significantly associated with higher student advanced mathematics scores ( β  = 0.25, p  < 0.001), and females showed significantly lower advanced mathematics ability scores than males ( β  = − 0.15, p  < 0.001). For the attitudinal outcomes, homework assignments that required students to find one or more applications of the content covered in class were a statistically significant positive predictor of both Students Like Learning Advanced Mathematics ( β  = 0.05, p  = 0.014) and Students Value Advanced Mathematics ( β  = 0.08, p  = 0.037), while discussing homework in class was a significant negative predictor of Students Like Learning Advanced Mathematics ( β  = 0.04, p  = 0.041). In each case, however, the effects were small in magnitude, accounting for 1% of the variance in each outcome.

Regression results predicting advanced mathematics ability scores from parental education, student sex, homework type, and homework use ( N  = 3941)

* p  < .05 , **p  < .01, **p  < .001. R 2 for full model = .12. Parameter estimates have been averaged over models fitted to each of five plausible values of the outcome

Regression results predicting students like learning advanced mathematics scores from parental education, student sex, homework type, and homework use ( N  = 3930)

* p  < .05 , **p  < .01, **p  < .001. R 2 for full model = .03 (Students like learning advanced mathematics), .02 (Students value learning advanced mathematics)

When student use of the internet for classroom activities was considered as a predictor of advanced mathematics achievement and attitude (Tables ​ (Tables5 5 and ​ and6), 6 ), none of the indicators for internet use was significantly associated with advanced mathematics achievement. However, when the two measures of attitude toward advanced mathematics were considered as outcomes, using the internet to discuss math topics with other students was significantly, positively associated with both Students Like Learning Advanced Mathematics ( β  = 0.06, p  = 0.029) and Students Value Advanced Mathematics ( β  = 0.07, p  = 0.022). Similarly, using the internet to find information to understand math concepts also was significantly and positively associated with both attitudinal outcomes ( β  = 0.10, p  = 0.008, and β  = 0.10, p  = 0.016, respectively), while using the internet to communicate with the teacher was positively associated with Students Like Learning Advanced Mathematics ( β  = 0.06, p  = 0.040).

Regression results predicting advanced mathematics ability scores from use of the internet for classroom activities ( N  = 2903)

* p  < .05 , **p  < .01, **p  < .001. R 2 for full model = .10

Regression results predicting students like learning advanced mathematics scores from teachers’ use of the internet for classroom activities ( N  = 2902)

* p  < .05 , **p  < .01, **p  < .001. R 2 for full model = .03 (Students like learning advanced mathematics), .02 (Students value advanced mathematics)

Although many studies have examined the effects of homework on student achievement (Dettmers et al. 2010 ), most have focused on how the quantity or frequency of homework is related to this outcome. Other research has focused on the frequency and amount of time spent on homework by students or the quality of homework selection as related to motivation (Trautwein and Lüdtke 2009 ) and homework support resources (Kitsantas et al. 2011 ). Few studies, however, have examined the specific characteristics of homework, and few have investigated effects of such characteristics on student attitudes toward mathematics—particularly among a select group of students—those approaching the conclusion of their secondary education who are taking advanced mathematics courses. The present study found that neither homework type nor homework use significantly predicted mathematics achievement. As prior literature (e.g., De Jong et al. 2000 , 2006 ; Cooper 1989a , b ) has focused primarily on amounts of homework assigned, and there is little existing literature on the effects of homework type or homework use, these findings provide preliminary insight and suggest that differences in types of homework may matter less than the quantity of homework assigned. Similarly, use of the internet was not a significant predictor of mathematics achievement. However, when considering the extent to which students both like and value mathematics, whether students discussed math content on the internet was a positive predictor of both of these attitudinal outcomes. Conversely, discussing math content in class did not predict the extent to which students value mathematics, and was a negative predictor of the extent that students like math. This was a curious result, and suggests that the medium of communication may serve as a critical factor. Perhaps communication on the internet entails a communication style that is more intuitive and enjoyable for young students than traditional face-to-face discussion. This would be consistent with recent findings, such as Pierce ( 2009 ), who found that teens feel more comfortable talking with others in an online environment than in a face-to-face setting, and that this increased comfort with online communication was more prominent among females.

Another finding was that asking students to find information related to mathematics concepts positively predicted both liking and valuing advanced mathematics. It is likely that such class activities would entail the use of the internet and, indeed, these results were paralleled when the use of the internet to find information was specifically examined as a predictor of math attitudes. It appears then, that the internet can play a key role in shaping students attitudes toward mathematics. The implications of this are that aspects of the “digital divide” may have impact on more than student skills and achievement—they potentially may affect student attitudes, particularly among high-performing students as examined in the present study. Thus, continued efforts to ensure digital “connectedness” for all students in all schools, particularly under-privileged students or those in rural or remote areas that historically have struggled in these respects, is essential. This has become particularly relevant and important in contexts where online learning by necessity becomes to the sole educational environment, as occurred across the world during the COVID-19 pandemic. Auxier and Anderson ( 2020 ), in fact, discuss the “digital homework gap” (p. 1) whereby some school-aged children lack the digital connectivity needed to successfully complete their school work while in their homes. The authors, based on Pew Research Center data, report that 17% of teenage students reported inability to complete schoolwork at home due to lack of digital connectivity, and that this problem was more highly prevalent among Black students and students from low-income households. Clearly, continued research into the digital aspects of school work—both traditionally assigned homework and schoolwork completed during synchronous online class sessions—is critical.

Conclusions

The current study examined characteristics of teacher-assigned homework and of student use of the internet on both mathematics achievement and attitudes toward mathematics among advanced math students. Although findings suggest no discernable impacts on student achievement, they do suggest that attitudes can in particular that online discussions might foster more positive attitudes toward mathematics. These findings have implications for how teachers might optimally design homework activities to increase the extent to which student both like and value the mathematics content that they teach and also to increase the likelihood that their students will continue their study of mathematics beyond the high school level and consider educational and career trajectories that involve these skills.

Not applicable.

Data Availability

Code availability, declarations.

• Agasisti T, Gil-Izquierdo M, and Han SW (2017) ICT use at home for school-related tasks: What is the effect on a student’s achievement? Empirical evidence from OECD PISA data . https://mpra.ub.uni-muenchen.de/81343/
• Anderson KL. Educational goals of male and female adolescents: the effects of parental characteristics and attitudes. Youth & Society. 1980; 12 (2):173–187. doi: 10.1177/0044118X8001200203. [ CrossRef ] [ Google Scholar ]
• Auxier B, Anderson M (2020) As schools close due to the coronavirus, some U.S. students face a digital ‘homework gap.’ https://www.pewresearch.org/fact-tank/2020/03/16/as-schools-close-due-to-the-coronavirus-some-u-s-students-face-a-digital-homework-gap/
• Bakker J, Denessen E, Brus-Laeven M. Socio-economic background, parental involvement and teacher perceptions of these in relation to pupil achievement. Educ Stud. 2007; 33 (2):177–192. doi: 10.1080/03055690601068345. [ CrossRef ] [ Google Scholar ]
• Bui KVT. First-generation college students at a four-year university: background characteristics, reasons for pursuing higher education, and first-year experiences. Coll Stud J. 2002; 36 (1):3–11. [ Google Scholar ]
• Cheung ACK, Slavin RE. The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: a meta-analysis. Educ Res Rev. 2013; 9 :88–113. doi: 10.1016/j.edurev.2013.01.001. [ CrossRef ] [ Google Scholar ]
• Coley RL, Bachman HJ, Votruba-Drzal E, Lohman BJ, Li-Grining CP. Maternal welfare and employment experiences and adolescent well-being: do mothers’ human capital characteristics matter? Child Youth Serv Rev. 2007; 29 (2):193–215. doi: 10.1016/j.childyouth.2006.07.004. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Cooper H. Homework. White Plains, NY: Longman; 1989. [ Google Scholar ]
• Cooper H. Synthesis of research on homework. Educ Leadersh. 1989; 47 (3):85–91. [ Google Scholar ]
• Cooper H, Robinson JC, Patall EA. Does homework improve academic achievement? A synthesis of research, 1987–2003. Rev Educ Res. 2006; 76 (1):1–62. doi: 10.3102/00346543076001001. [ CrossRef ] [ Google Scholar ]
• Covington MV. The will to learn: a guide for motivating young people. Cambridge: Cambridge University; 1998. [ Google Scholar ]
• De Jong R, Westerhof KJ, Creemers PM. Homework and student math achievement in junior high schools. Educ Res Eval. 2000; 6 (2):130–157. doi: 10.1076/1380-3611(200006)6:2;1-E;F130. [ CrossRef ] [ Google Scholar ]
• Deslandes R, Cloutier R. Adolescents' perception of parental involvement in schooling. Sch Psychol Int. 2002; 23 (2):220–232. doi: 10.1177/0143034302023002919. [ CrossRef ] [ Google Scholar ]
• Dettmers S, Trautwein U, Lüdtke O. Homework works if homework quality is high: using multilevel modeling to predict the development of achievement in mathematics. J Educ Psychol. 2010; 102 (2):467–482. doi: 10.1037/a0018453. [ CrossRef ] [ Google Scholar ]
• Fyfe ER. Providing feedback on computer-based algebra homework in middle-school classrooms. Comput Hum Behav. 2016; 63 :568–574. doi: 10.1016/j.chb.2016.05.082. [ CrossRef ] [ Google Scholar ]
• Gray L, Lewis L (2020) Teachers’ use of technology for school and homework assignments: 2018–19 (NCES 2020-048). U.S. Department of Education, National Center for Education Statistics, Washington, DC. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020048 .
• Harris S, Nixon J, Rudduck J. School work, homework and gender. Gend Educ. 1993; 5 (1):3–14. doi: 10.1080/0954025930050101. [ CrossRef ] [ Google Scholar ]
• Higgins K, Huscroft-D’Angelo J, Crawford L. Effects of technology in mathematics on achievement, motivation, and attitude: a meta-analysis. Journal of Educational and Computing Research. 2019; 57 (2):283–319. doi: 10.1177/0735633117748416. [ CrossRef ] [ Google Scholar ]
• IEA (2014) Trends in International Mathematics and Science Study: teacher questionnaire advanced mathematics . https://timssandpirls.bc.edu/timss2015/advanced-questionnaires
• IEA (2020) IEA international database analyzer (IDB) analyzer. https://www.iea.nl/data-tools/tools
• Jackson C. Motives for "laddishness" at school: fear of failure and fear of the "feminine.". Br Edu Res J. 2003; 29 (4):583–598. doi: 10.1080/01411920301847. [ CrossRef ] [ Google Scholar ]
• Kitsantas A, Cheema J, Ware HW. Mathematics achievement: the role of homework and self-efficacy beliefs. J Adv Acad. 2011; 22 (2):310–339. [ Google Scholar ]
• Martin MO, Mullis IVS, Hooper M (2016) Methods and procedures in TIMSS Advanced 2015. http://timss.bc.edu/publications/timss/2015-a-methods.html
• Pierce T. Social anxiety and technology: face-to-face communication versus technological communication among teens. Comput Hum Behav. 2009; 25 (6):1367–1372. doi: 10.1016/j.chb.2009.06.003. [ CrossRef ] [ Google Scholar ]
• Roschelle J, Feng M, Murphy RF, Mason CA. Online mathematics homework increases student achievement. AERA Open. 2016; 2 (4):1–12. doi: 10.1177/2332858416673968. [ CrossRef ] [ Google Scholar ]
• Schlechter M, Milevsky A. Parental level of education: associations with psychological well-being, academic achievement and reasons for pursuing higher education in adolescence. Educ Psychol. 2010; 30 (1):1–10. doi: 10.1080/01443410903326084. [ CrossRef ] [ Google Scholar ]
• Singh K, Granville M, Dika S. Mathematics and science achievement: effects of motivation, interest, and academic engagement. J Educ Res. 2002; 95 :323–332. doi: 10.1080/00220670209596607. [ CrossRef ] [ Google Scholar ]
• Spera C. Adolescents’ perceptions of parental goals, practices, and styles in relation to their motivation and achievement. J Early Adolesc. 2006; 26 (4):456–490. doi: 10.1177/0272431606291940. [ CrossRef ] [ Google Scholar ]
• Trautwein U, Lüdtke O. Predicting homework motivation and homework effort in six school subjects: the role of person and family characteristics, classroom factors, and school track. Learn Instr. 2009; 19 (3):243–258. doi: 10.1016/j.learninstruc.2008.05.001. [ CrossRef ] [ Google Scholar ]
• Trautwein U, Köller O, Schmitz B, Baumert J. Do homework assignments enhance achievement? A multilevel analysis in 7th-grade mathematics. Contemp Educ Psychol. 2002; 27 (1):26–50. doi: 10.1006/ceps.2001.1084. [ CrossRef ] [ Google Scholar ]
• Walberg HJ, Paschal RA, Weinstein T. Homework’s powerful effects on learning. Educ Leadersh. 1985; 42 (7):76–79. [ Google Scholar ]
• White B, Loong EYK (2004) Student perceptions of internet use in the mathematics classroom. Proceedings of the Australian Computers in Education Conference. ACEC. http://hdl.handle.net/10536/DRO/DU:30025748
• Zhou Y, Fan X, Wei X, Tai RH. Gender gap among high achievers in math and implications for STEM pipeline. Asia-Pacific Res. 2017; 26 :259–269. doi: 10.1007/s40299-017-0346-1. [ CrossRef ] [ Google Scholar ]

My English Pages | Learn English Grammar Online

Grammar exercise - quantifiers, do the exercises below on quantifiers and click on the button to check your answers..

(Before doing the exercises you may want to read the lesson on quantifiers )

Choose the correct quantifier.

• They have had much any many lots of a lot little a little few most homework in mathematics recently.
• How much any many lots of a lot little a little few most time do you need to finish the work?
• There are too much any many lots of a lot little a little few most students in the library.
• Have you visited much any many lots of a lot little a little few most foreign countries?
• Although he's very ill, he didn't take much any many lots of a lot little a little few most medicine.
• Much any Many Lots of A lot Little A little Few Most people know as much about linguistics as John does.
• They say any many a lot little few most knowledge is a dangerous thing.
• He's having  much any many lots of a lot little a little few most of trouble passing his driving test.
• I spend any many lots of few most of my time reading novels.
• He knows much any many lots of a lot little a little few most English. He knows enough English to manage.

Related materials:

Quantifiers

Quick Links

Awesome links you may like.

What are idioms? And how can idioms help you become a fluent speaker? Discover a list of the most widely used idiomatic expressions!

Phrasal verbs are generally used in spoken English and informal texts. Check out our list of hundreds of phrasal verbs classified in alphabetical order.

Do you want to provide emphasis, freshness of expression, or clarity to your writing? Check out this list of figures of speech!

Do you need to learn the irregular verbs in English? Here is a list of irregular verbs with definitions and examples!

Free English Grammar Lessons and Exercises

Study pages.

• Phrasal verbs
• Figures of speech
• Study Skills
• Global tests
• Business English
• Dictionaries
• Studying in the USA
• Visit the world
• Shared resources
• Teaching materials

Latest Blog Posts

Learn english the fun way, efl and esl community.

Subscribe and get the latest news and useful tips, advice and best offer.