Abstract
This chapter summarizes the literature about university students’ learning from online mathematics homework and aims to use it to inform a list of considerations for instructors utilizing online mathematics homework systems in their courses. It describes both at researchers and practitioners. The chapter reviews the literature about online homework and student achievement, students’ perceptions of online homework, and what we know about how students engage with online homework systems. The body of education research about online mathematics homework can help instructors make evidence-based decisions about homework in their courses. Researchers have found that student perceptions of pedagogy influence their attitudes about mathematics and their decisions to take future math courses. S. Hauk and A. Segalla investigated if online homework influenced college algebra students’ beliefs about mathematics. Hauk and Segalla argue the desire for hints may stem from students’ belief that the teacher is the agent of learning.
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