RUME 26
2024
Omaha, Nebraska
Learning in Pieces: Horizontal Décalage in Students’ Thinking on Homework Tasks
Page: 1
This report (a) documents the phenomenon that student learning from online homework may occur across a series of mathematical tasks and (b) provides a theoretical explanation for the phenomenon by characterizing some of the cognitive mechanisms that underpin it. Specifically, findings indicate one way students learn from online homework is by comparing similar tasks. The results add to knowledge about what and how students learn from homework. They also have implications both for practice and research in terms of how we define and measure learning. In particular, the results support the need to consider and design for learning across multiple mathematical tasks.