Campus Location
Abilene Campus
Date of Award
Spring 5-11-2019
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Dana Mayhall
Second Advisor
Andrew Huddleston
Abstract
Math workstations can offer teachers an outlet to differentiate instruction in the math classroom in order to better meet student needs. The purpose of this study was to discover how students and the teacher in a third-grade classroom felt about using math workstations. Specifically, the researcher wanted to discover whether or not the students and teacher participants enjoyed using math workstations and whether or not they felt math workstations helped students’ understanding of mathematical concepts. The researcher collected data through student surveys, student and teacher interviews, and observations. Data were analyzed using the constant comparative method to help the researcher notice four major themes. These themes included feelings or instances of changes within station work, instances of engagement, references to independent, partner, or small group work, and references to understanding. This study might provide insight to educators who are considering using math workstations in their classrooms.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Norwood, Katie, "Student and Teacher Perceptions of Math Workstations in a Third-Grade Classroom" (2019). Masters of Education in Teaching and Learning. 22.
https://digitalcommons.acu.edu/metl/22
Included in
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons