When No Homework = Better Math Instruction

Have you ever felt that the students who do the homework are the ones who need it the least? Have your students come to class having learned algorithms from their parents that they aren’t ready to understand? Are you spending more time assigning and checking homework than your students are spending doing it?

Two years ago, I was in exactly this place. Then I made the decision to eliminate homework entirely. It was one of the best decisions I have ever made. 

Instead of spending time assigning, collecting and checking homework, I now use it on instruction. Those extra few minutes each day have really been noticeable! I have more time to work with small groups and individual students. I can more closely monitor the practice that students do and can further differentiate it to fit their needs. Plus I have less paper piled around my room waiting for feedback or to be checked.

My no homework policy doesn’t mean students never do math outside of school. I have a classroom blog that includes a curated list of online resources relative to our unit of study that kids often access at home.

In addition, I use a lot of math games as part of my instruction. My students will often ask to take these games home to play with family members. And I organize a family math night each year where we talk about ways to bring rich math learning experiences into homes. 

Overall, families have been very supportive my decision to stop assigning math homework. Most parents have even expressed joy! And the few who were unsure about this decision initially have now come to embrace it. I like that kids learn procedures and algorithms when they are ready to understand them. Finally, families that have negative feelings about learning math have less opportunities to pass these feelings onto their children.