This study focuses on the effectiveness of independent small group math rotations in elementary school classrooms today. The main research questions I explore in this project are the following: 1. What factors influence a teachers' planning and implementation of math instruction? 2. What are the reasons behind why teachers prefer either small group or whole group instruction? The methodology I use throughout my research is phenomenology, which relies heavily on lived experiences gathered through interviews in order to explore a particular idea or design (Creswell, 2013). For this study, the phenomenon being looked at was independent small group math rotations. In order to further understand and research this topic, I was able to speak with classroom teachers who experience this first hand. I interviewed a total of four educators - two together as a co-taught model. These teachers either taught second or third grade students. I focused on their type of instruction for mathematics and how they plan and implement their chosen model, whether it be small group or whole group instruction. Overall, I found through my research that teachers must implement the form of instruction that best benefits their specific classroom of learners. A teacher’s form of instruction is driven by student population, school curriculum and strategies, and their own personal experiences. Every classroom learns differently, just like every student learns differently and that is why teachers must implement the best instructional strategies for their own students.

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