# Interactive Homework: A Tool for Parent Engagement

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## Abstract

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## 1. Introduction

## 2. Study Design

#### 2.1. Participants

#### 2.2. Researcher Identity

#### 2.3. Interactive Homework

## 3. Results

#### 3.1. Research Question One

I don’t like number lines. I really… I’m not asking you to make me do this again. But some of them seem, some problems are way harder to do with the number line because it’s much more complicated math. And I feel like they should just leave that behind now [and] move on.(Session Three)

But it was helpful for me to work with Laura Jean and for her to have somebody else… we have the assignment to go along, but we had to do [it] together and she actually enjoyed it. So, I think seeing her getting interested to study math, I think it helped, and gave us a reason to do more math. And we just said, hey, let’s just do some extra, like homework or sheets I found online. And so, it kind of gave us [a] purpose to do more math and work on some of the stuff that she’s been working on.(Interview)

#### 3.2. Research Question Two

… I don’t actually remember how to, like, do them, like subtract fractions and everything. … I can visually and I know what the number is like, and I could do it. But I’m like actually showing her… the traditional algorithm kind of way. I’m like, I don’t know that I know it [a conceptual strategy].(Session Three)

So, I guess it [the side-by-side example of the conceptual strategy] just informed me of what it is and kind of showed me compared to… how I learned in school. [It] kind of gave me a comparison so I can see what… I was doing compared to what I needed to be doing to show her [Laura Jean].

…when you look at just this number like that, then you don’t have to borrow. Right? Right. So, if you did traditional, you’d have to like this, right? Cross that off, make that a seven, this would become 10. Right? Yes.

#### 3.3. Research Question Three

But it was helpful for me to work with Laura Jean and for her to have somebody else kind of, I mean, we have the assignment to go along, but we had to do together and she actually enjoyed it. So, I think seeing her getting interested in studying math, I think it helped, and gave us a reason to do more math. And we just said, hey, let’s just do some extra, like homework or sheets I found online. And so, it kind of gave us purpose to do more math and work on some of the stuff that she’s been working on”.(Interview)

And so, I think having that sample like above and explaining the different forms to do it helps at least a parent that knows some bit about math and doesn’t know the math isn’t, you know, going to figure it out unless they’re learning along with their kid. But yeah, I think the hardest thing was always that she was expected to do these different models. And I didn’t know what they were.(Session Four)

So, I didn’t have any of the side-by-side stuff to show the different ways in what they’re supposed to be doing and how they were learning and stuff because none of it ever came … home where she was explaining, I don’t know what she was saying. So, so I guess [the examples] just informed me of what it is and kind of showed me compared to what how I learned in school kind of gave me a comparison so I can see what I was, what I was doing compared to what I needed to be doing to show her.(Interview)

It’s like if the screen is bigger, it would be easy to work on but their computer screens are [too small and] it’s like this big pain, and their little fingers are fat. And I guess if you had like little, like the pencils that write on screens…Yeah, that would make it easier. And I don’t know if they even work with these things. But um, but yeah, it makes it really hard to write on there and then to erase and then you need to go back and take. Yeah, it’s just a pain.(Session Three)

And if you just type and use the type part…trying to get it to like [to] type the problem and then line it up and hit their space and that ends up, it doesn’t line up right.(Session Three)

## 4. Conclusions

#### Implications for the Future

## Author Contributions

## Funding

## Institutional Review Board Statement

## Informed Consent Statement

## Data Availability Statement

## Conflicts of Interest

## Appendix A

## References

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Question 1 | Compare the strategies you used. Which strategy worked best for solving each problem? Please defend your response. |

Question 2 | How did your partner help you learn about the strategies (e.g., encouragement, providing a great explanation)? |

Question 1 | What were the advantages of each strategy? |

Question 2 | Can you predict which strategies would work best with these problems by inspection? Why or why not? Please explain. |

Question 3 | How did the strategies reflect the word problem? |

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**MDPI and ACS Style**

Moore, L.; Ronau, R.N.
Interactive Homework: A Tool for Parent Engagement. *Educ. Sci.* **2024**, *14*, 103.
https://doi.org/10.3390/educsci14010103

**AMA Style**

Moore L, Ronau RN.
Interactive Homework: A Tool for Parent Engagement. *Education Sciences*. 2024; 14(1):103.
https://doi.org/10.3390/educsci14010103

**Chicago/Turabian Style**

Moore, Laura, and Robert N. Ronau.
2024. "Interactive Homework: A Tool for Parent Engagement" *Education Sciences* 14, no. 1: 103.
https://doi.org/10.3390/educsci14010103