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Tennessee’s free Homework Hotline open for school year

Homework Hotline, which offers tutoring via telephone to Tennessee students in grades K-12, is up and running again with the start of the school year.

The hotline, which offers help in math, science, language arts, social studies and reading, can be reached at two numbers — 615-298-6636 and 1-888-868-5777.

Since Homework Hotline opened in 1990, teachers and volunteers have answered more than 375,000 calls. Assistance is available in six languages: English, Arabic, Kurdish, Spanish, Swahili and Turkmani.

Reach Joey Garrison at 615-259-8236 and on Twitter @joeygarrison.

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Homework hotline expands hours, share story.

Harvey Mudd College’s Homework Hotline, a free, over-the-phone math and science tutoring service for students in grades 4 through 12, has extended its hours to help more elementary and high school students as they manage their classwork from home.

Homework Hotline (1.877.827.5462) is now open for calls from 3 p.m. – 9 p.m. PST, Monday through Thursday, until May 1, 2020.

The Hotline is staffed by high-achieving students from Harvey Mudd, one of the nation’s top undergraduate colleges specializing in math, science and engineering. Hotline tutors receive training to effectively communicate with callers, are equipped with books and materials from local school districts and have a Dropbox link so callers can upload materials if necessary.

Hotline tutors are working remotely from their homes, since Harvey Mudd has moved to online instruction in response to the pandemic. Tutors are working from 12 states, including California, Colorado, Florida, Kansas, Massachusetts, Missouri, New Jersey, North Carolina, Ohio, Oregon, Texas, Washington state as well as Washington, DC, and remain committed to keeping the Hotline functioning for students in school.

“Homework Hotline is an open-access program and, during this pandemic, can continue to provide tutoring services,” said Gabriela Gamiz, the College’s director of community engagement. “The Hotline was created to provide live math and science homework assistance to as many students and families as possible, particularly those in underserved areas who lack access to in-person tutors. Based on community input, we chose an over-the-phone service as the most accessible means of communication.”

Homework Hotline primarily serves the Greater Los Angeles area but receives calls from multiple states. Homework Hotline is open to all who need and wish to call with a homework question. Tutors average 3,000 calls per academic year. The majority of calls to the hotline come from students in junior high and high school, with over 60 percent of callers requesting help in trigonometry, geometry or algebra.

“We are happy that in this difficult time Homework Hotline can continue to be a resource in our community and beyond and can bring a sense of normalcy and belonging to our HMC student tutors as well,” said Gamiz.

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March 12, 2024

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The numbers do not add up for mathematics homework, according to a new study

by University of South Australia

Supporting kids with math homework is a common afterschool activity. But beyond the basics, new curricula and teaching strategies are making it harder for parents to help and it's taking a serious toll on children's confidence and learning.

In a study from the University of South Australia, researchers have found that mathematics homework can sometimes cause more harm than good.

Exploring how homework policies and practices affect families, researchers found that mathematics homework could inadvertently affect a child when it often:

• was too difficult for a child to complete independently, and/or with the support of a parent
• required significant support from parents and seeped into family time
• resulted in a negative experience for the child and their parent, leading to negative associations with mathematics and potentially students' disengagement from the subject
• generated feelings of despair, stress, and negativity among parents who were unable to help
• made students feel inadequate when they struggled with the work.

UniSA researcher Associate Professor Lisa O'Keeffe says such negativity around mathematics has broad implications.

"Homework has long been accepted as a practice that reinforces children's learning and improves academic success," Assoc. Prof. O'Keeffe says.

"But when it is too complex for a student to complete even with parent support, it raises the question as to why it was set as a homework task in the first place. We know that parents play a key role in supporting their children with schooling and homework. When children need help, their parents are often the first people they turn to.

"But many parents are unsure of the current mathematics strategies and approaches that their children are learning as these have changed a lot since they were at school. Like many things, mathematics teaching has evolved over time. But when parents realize that their tried-and-true methods are different to those which their children are learning, it can be hard to adapt, and this can add undue pressure. When children see their parents struggle with mathematics homework, or where mathematics homework becomes a shared site of frustration for families, it can lead to negativity across generations.

"For example, we might hear adults saying things like, 'I wasn't very good at math, so my child won't be either.' Negative interactions with mathematics, and negative discourses like these can lead to reduced confidence, reduced self-efficacy, and can negatively affect children's resilience, persistence, and ultimately their inclination to continue with mathematics."

Any decline in STEM subjects such as math can have long-term impacts for Australia's future. Statistics show that fewer than 10% of students are studying a higher level of math, with math capabilities declining more than 25 points (15-year-olds in 2022 scored at a level that would have been expected of 14-year-olds, 20 years earlier).

Co-researcher, UniSA's Dr. Sarah McDonald, says the research also identified gendered biases.

"Our research showed that it was overwhelmingly mothers who were responsible for managing children's homework. And they often experience frustration or despair when they were unable to understand the math problems," Dr. McDonald says. "When mothers find math hard, there is concern that this may demonstrate to their children , especially their girls, that this is not an area in which they would naturally excel.

"The last thing teachers want to do is disadvantage girls in developing potentially strong mathematical identities. We need a greater understanding of homework policies and expectations.

"The experiences of the families in our study do not support the often-quoted claim by researchers that that homework has potential non-academic benefits such as fostering independence, creating positive character traits, developing good organizational skills, or virtues such as self-discipline and responsibility."

Provided by University of South Australia

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