Math Homework

The new mathematics programs don't always provide many examples for parents to follow when trying to help their child. In trying to make the textbook more student focused, publishers have removed sections that could be considered "teacher-related" and placed them in the teacher's manual. This has made it challenging for parents when trying to help their child do mathematics homework. This section will share suggestions to help parents support their child's development of mathematical understanding.

Math Homework:

Let’s Put Parents in the Equation

Adapted from article in "Mathematics: Teaching in the Middle School" March 2000 by Fannie Sosenke, Park Tudor School, Indianapolis, IN 46240

Do not simply tell your child the answer.

Do not simply tell your child how to do the problem. Listen to his or her ideas on how to solve it.

Encourage your child to use personal resources. Some instances might occur in which you could solve the problem using more advanced mathematics skills, but you will be taking away from the reason that students have been given the problem in class. This suggestion has been very helpful for parents who often want to solve problems algebraically when a child is not ready for that approach.

If your child is "stuck," suggest that he or she call a friend.

Encourage your child to value and use a personal approach to solving the problem even if you think that you know a better way. Do share your method, but avoid belittling your child’s way of solving problems.

Encourage your child to write down ideas and to make pictures and diagrams as a problem is explored. Writing may clarify an idea and help the child take the next step. Using this strategy ensures that even if a child cannot find the answer, you will gain clues about how to start helping.

Ask questions like these:

What kind of answer do you expect? (After you have read the problem)

What do you think this problem is about? (At the beginning of the problem-solving process)

What do you know that you can use in this problem?                                     (Especially if your child is having trouble with it)

How can you organize your approach to this problem?

Could this problem be connected with what was done in class?

Is that answer reasonable? (When answers are obtained, especially with a calculator)

Suggest that your child talk to the teacher for additional help.

When you hear that your child cannot solve the problem, ask him or her to be specific about which part of the problem is confusing.

Suggest that the work be proofread to make sure that it makes sense.

Help your child make wise use of the calculator by encouraging mental math for purely mechanical procedures, such as multiplying 3 times 10. Restrict the calculator use for non-mechanical problems. Such restrictions depend, of course, on the assignment and your child’s skill level.

Do not let the child spend too much time on mathematics homework unless he or she is enjoying it and can afford the time. Students should not have more than thirty to forty-five minutes of homework a day.

Help your child learn how to value time. For example, spending time copying the work is often unnecessary because the first draft may be legible. Spending a long time just staring at the problem is unproductive. Your child may need help in learning to recognize when help is needed.

One goal of teaching is to help students feel good about his or her ability to do mathematics, so please try not to let family members pass on math anxieties to your child!

On some days, a student may be unable to complete the homework. As long as the teacher can see that the student's thought about the problem, the homework should not count as missing.

	Do not simply tell your child how to do the problem. Listen to his or her ideas on how to solve it.
	Encourage your child to use personal resources. Some instances might occur in which you could solve the problem using more advanced mathematics skills, but you will be taking away from the reason that students have been given the problem in class. This suggestion has been very helpful for parents who often want to solve problems algebraically when a child is not ready for that approach.
	If your child is "stuck," suggest that he or she call a friend.
	Encourage your child to value and use a personal approach to solving the problem even if you think that you know a better way. Do share your method, but avoid belittling your child’s way of solving problems.
	Encourage your child to write down ideas and to make pictures and diagrams as a problem is explored. Writing may clarify an idea and help the child take the next step. Using this strategy ensures that even if a child cannot find the answer, you will gain clues about how to start helping.
	Ask questions like these: What kind of answer do you expect? (After you have read the problem) What do you think this problem is about? (At the beginning of the problem-solving process) What do you know that you can use in this problem? (Especially if your child is having trouble with it) How can you organize your approach to this problem? Could this problem be connected with what was done in class? Is that answer reasonable? (When answers are obtained, especially with a calculator)
	Suggest that your child talk to the teacher for additional help.
	When you hear that your child cannot solve the problem, ask him or her to be specific about which part of the problem is confusing.
	Suggest that the work be proofread to make sure that it makes sense.
	Help your child make wise use of the calculator by encouraging mental math for purely mechanical procedures, such as multiplying 3 times 10. Restrict the calculator use for non-mechanical problems. Such restrictions depend, of course, on the assignment and your child’s skill level.
	Do not let the child spend too much time on mathematics homework unless he or she is enjoying it and can afford the time. Students should not have more than thirty to forty-five minutes of homework a day.

	Help your child learn how to value time. For example, spending time copying the work is often unnecessary because the first draft may be legible. Spending a long time just staring at the problem is unproductive. Your child may need help in learning to recognize when help is needed.
	One goal of teaching is to help students feel good about his or her ability to do mathematics, so please try not to let family members pass on math anxieties to your child!
	On some days, a student may be unable to complete the homework. As long as the teacher can see that the student's thought about the problem, the homework should not count as missing.