Pedagogical Faculty, Univbersity of Ostrava (CZECH REPUBLIC)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 4845-4853
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.2159
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
In the last years many academics and non-academics discuss about whether pupils receive homework or not. There are two opposing camps, some are for homework and others are against homework. One of the arguments against homework is that exist the results of recent researchs, which indicate that homework may even increase the differences in the education among children from different social groups.

Our study is based on research related to homework in math, because math is one of the subjects in which they are awarded more homework. The research was conducted at several schools in the Region. Were questioned about 250 pupils and 80 teachers of mathematics in primary and secondary schools. The area of research related to the frequency of homework in mathematics, but also other indicators such as the types entered homework, how much time students need for homework in math. Whether the students devote their time to voluntary homework.

The results show that among the students there are considerable differences in homework in math, whether it concerns homework, but especially in the voluntary training. Also among teachers are differences in the approach to homework in mathematics.
Homework, mathematics, teaching mathematics, pupils.