September 2015, Vol. 21, Issue 2
Making the Most of Going over Homework
Samuel Otten, Michelle Cirillo, and Beth A. Herbel-Eisenmann
Reconsider typical discourse strategies when discussing homework and move toward a system that promotes the Standards for Mathematical Practice.
According to two studies of middle school and high school mathematics classrooms, 15 to 20 percent of class time tends to be spent reviewing homework (Grouws et al. 2010; Otten, Herbel-Eisenmann, and Cirillo 2012). So how can class time spent going over homework (GOHW) provide students with rich opportunities to learn from their homework? What are some ways that go beyond the opportunities embedded in the assignment itself?
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