School time is insufficient to exhaust everything provided in the curriculum of mathematics. Home work has to be given regularly to provide for application and practice and to supplement classroom teaching. It becomes all the more important and necessary in view of the heavy load of work as compared to the time available.

Some educationists are of the view that home work should not be given to the students. They feel that if the school time is used sincerely and efficiently, home work does not remain necessary. Under normal conditions of work, the child does a good amount of work during school hours. Giving home work means creating in the child school mania at home also. Others are of the view that five hours’ work at school is insufficient and so it must be supplemented by some work at home. It is not the home work that is objectionable, but its nature and amount which invite criticism. Some of the teachers have a mania for home work. They over-burden the students with it. It may even affect adversely the health of the students. In quite a few homes, the conditions may not be congenial for the child to do the home work. It is educationally unsound to load the young child with home work, especially when he loves to play and enjoy the time rather than to do serious work of calculations and solving sums. Heavy home work snatches the leisure-time pleasure of the young child. A large amount of home work may create in the child distaste for school. The constant anxiety of doing home work may adversely affect the progress of the studies. It may lead to a distrustful reaction towards the subject which may be transferred onward to the teacher.

But the importance and need of home work cannot be minimized, if it is of a right nature. It utilises the leisure time of the children, which otherwise would have been wasted. It may establish the habit of working hard and that too regularly. It supplements and confirms classroom work and is a practical means to cover comfortably the lengthy and heavy syllabus. It may serve as a link for parent-teacher cooperation. It provides to the child opportunity of independent work. It enables the child to show his progress in studies and helps the teacher to judge that progress.


  1. It should be well graded. Its nature and amount must be determined by the individual’s capacity and interest and not by the whims of the teacher. It should be individualized as far as possible.
  2. It should not be considered as a sort of punishment.
  3. It should not be given by the teacher in a disturbed state of mind.
  4. Home conditions of the individual children must be borne in mind, while determining quantum of home work.
  5. Home work time-table should be prepared in advance. Each subject must get its due share of home work. Total amount of work allotted on a particular day should not exceed reasonable limits.
  6. Home work should be duly checked and corrected. If it is not checked, the students may fall into the bad habit of evading it or copying it.
  7. It may not necessarily be of academic nature. It may be of practical type. Hobbies connected with the subject, such as making a model, collecting some data or solving a riddle, also come in this category.
  8. It should be assessed as a part of the overall assessment of a student.

In the end, it is suggested that home work should appear enjoyable, useful and attractive. It should suit the individual speed and interests. It should be intelligently planned and selectively assigned.


As hinted above, checking and correction of home work is absolutely essential. It is expected to be a routine activity with every teacher. If it remains unchecked, it does not fulfill its purpose. However, regular checking of home work is not an easy job. Thorough and regular checking is almost impossible, especially when a teacher is concerned with four or five different sections of students every day. It is also impossible for math teachers to do regular checking if they are used for different activities of the school. In order to do some justice to this aspect of his job, he may have sample checking everyday and thorough checking once in a while. He may also take the help of monitor and other brilliant students to do this duty on his behalf. Surprise checking may be another alternative. He may also introduce cross checking or checking by exchange.


Source: The Teaching of mathematics by KULBIR SINGH SIDHU (Sterling Publisher Pvt Ltd)

Published by rkdskool

I am working in the field of education for more than 15 years. I teach Math. Presently I'm Working as the vice principal in reputed School.


  1. Good step towards the development of human resource. Such attitude will definitely reduce the wastage of products. I appreciate it.

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