Homework in mathematics is a well-debated subject and can affect young children’s everyday life. This paper aims to investigate teachers' decisions regarding mathematics homework using the question “Which factors influence teachers in using homework in mathematics?” through an analysis of the existing research. The basis of the study consists of twelve articles and materials from different parts of the world. Results showed that many factors can impact the decision and how much is different from one teacher to another. Parents' view of homework and their influence on their children's learning in mathematics is something that emerged significant in the use of homework. The role of equality in the discussion of homework is also something that emerged as noticeable as all students have different prerequisites. The findings in our study showed that homework in mathematics do not have a negative impact on students´ academic achievement as long as the homework consists of a moderate amount. One of our most significant findings of this paper concluded that homework should be adapted to every individual and their needs, which teachers have to consider. Our professional development has increased by this study, as a result of a better understanding of the research area.