This diploma thesis is about teachers’ feedback to students’ mathematics homework. In the theoretical part I present the purpose and history of homework assignments as well as various classifications of types of homework. In general, homework assignments are intended for students to learn and refresh the subject matter they have learnt in class, to gain further understanding, to practice various mathematical processes, and to prepare the student for a forthcoming subject matter. By doing homework regularly, students learn to work diligently and independently. In the theoretical part I also explain what feedback is and the properties of effective feedback in the learning process. In general, mathematics teachers provide homework tasks for the students regularly, while the homework related feedback is superficial or even absent.
In the empirical part of the diploma thesis, I present a research, which I conducted on homework feedback. The purpose of the research was to find how students reckon with regular and carefully written feedback to their mathematics homework. Students were given six consecutive homework assignments, each with a short questionnaire. A feedback was provided to each student for each homework assignment. After the sixth homework assignment the students completed an extensive questionnaire. The results show that most students valued positively the regular feedback to the mathematics homework assignments. From the cognitive aspect the feedback helped them to identify their own misunderstandings, from the affective side they appreciated that the teacher’s paid so much attention and concern to their mathematics home work.
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