Abstract
The present study examined the 2015 Trends in international mathematics and science study “Advanced” data to examine how both the type of homework assigned and how that homework was used were related to advanced mathematics achievement and attitudes toward advanced mathematics among 12th grade students in the USA. Additionally, students’ use of the internet was examined as a predictor of these outcomes. Results showed that the use of homework assignments that required students to find one or more applications of the content covered in class was a statistically significant positive predictor of both Students like learning advanced mathematics and students value advanced mathematics, while discussing homework in class was a significant, negative predictor of Students like learning advanced mathematics. Additionally, using the internet to discuss math topics with other students and to find information was significantly, positively associated with both attitudinal outcomes. Using the internet to communicate with the teacher was positively associated with Students like learning advanced mathematics scores.
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