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In this action research study of my eighth grade mathematics classroom, I investigated the use of daily homework presentations and how they impacted students’ written and oral reasoning, students’ attitudes towards mathematics homework and students’ grades and completion of mathematics homework. I discovered that implementing daily homework presentations had no influence on students’ grades or attitudes towards mathematics homework, however students did find homework presentations useful in helping them to better understand the mathematics they were learning. Students’ written and oral reasoning were increased through daily homework presentations as well. By requiring students to not only present daily homework problems, but also be active listeners during other’s presentations, students were more aware of their reasoning and thinking while completing mathematics homework. As a result of my research, I plan to continue using daily homework presentations in my classroom as a tool for students to communicate their thinking.