Abstract: Homework has always been a component of college mathematics courses. However, little is known about what students learn from homework or the nature of their activity as they complete it. Homework forms a large percentage of students' interaction with content and as such is a critical part of students' calculus course experience (Ellis, Hanson, Nunez, and Rasmussen, 2015; Krause and Putnam, 2016). In this seminar, I will describe my upcoming study that focuses on (1) how instructors choose homework problems, (2) the nature of students' activity while doing homework (3) what students learn from doing homework, and (4) instructors' reactions to the findings from parts two and three.
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