Campus Location

Abilene Campus

Date of Award


Document Type



Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Andrew Huddleston


This study examined the student and teacher perceptions of calendar math when introduced in a classroom. This study also compared student perceptions of calendar math to their regular number sense routine, “number of the day.” Students in this four-weeklong study participated in calendar math for twenty minutes daily. By the third week of the study, students took a survey asking their thoughts regarding calendar math and number of the day. Six students were selected to be interviewed based on survey results. The qualitative data was analyzed using the constant comparative method, and the surveys were analyzed using descriptive statistics. The researcher found that students and classroom teacher enjoyed calendar math more than number of the day. Students enjoyed calendar math because it enabled them to grow in math while also learning in a community of others.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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