PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Professors intentions’ and student learning in an online homework assignment
Page: 172
Homework accounts for the majority of undergraduate mathematics students’ interaction with the content. However, we do not know much about what students learn from homework. This paper reports on a pilot study of why professors chose particular homework problems, what they hoped students would learn from them, and whether students’ engagement with the problems reflected those outcomes. Results show students gained the desired familiarity with notation and procedures. The results also speak to how professors manage the content between what they discuss in class, homework problems, and intentional overlap between the two.