Resumen

This article examines teaching practices designed to support community college students in productively engaging with mathematics homework. Two cases of how teachers set up homework, or prepare students to leave class and do homework are presented. The case studies examine how the teachers developed and implemented their strategies, with a focus on how their identities as teachers and the meanings they attach to homework shape their decisions. The study was conducted in a professional development component of a mathematics department committed to ambitious instructional practices, that is, those aligned with NCTM and Common Core Standards. Thus the teaching strategies presented in the cases, and the analysis of how teachers developed their practices, have implications for current efforts to implement new curricula and teaching practices.