Math stations allow for students to complete tasks individually and in small groups using a variety of manipulatives, games and technology to practice the same mathematical content. The purpose of this study was to gain a deeper understanding of teacher and student perceptions of the use of math stations in a third-grade class, and how math stations shaped student feelings towards math. The author collected data through student surveys, teacher and student interviews, observations and a personal research journal. After analyzing the data by using the constant comparative method the author found four major themes. These themes included evidence of student engagement perceived by the teacher and students, peer conflicts that act as barriers, meeting student needs, and finally, the teacher perceptions of behavior management during stations. This study may provide useful information to other educators who are deciding if they would like to implement math stations into their classroom
