Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education

Year 2018, Volume: 9 Issue: 2, 111 - 130, 16.04.2018

Kevin Smith

https://doi.org/10.30935/cet.414780

Abstract

Adaptive
learning programs are frequently used in the K-8 mathematics classroom. These
programs provide instruction to students at the appropriate level of difficulty
by presenting content, providing feedback, and allowing students to master
skills before progressing. The purpose of the study was to seek to interpret
how preservice teachers’ experiences influence their perceptions and plans to
integrate adaptive learning programs in their future K-8 mathematics classroom.
This was a qualitative study with 17 participants who were enrolled in an undergraduate
teacher education program. Data was collected and analyzed from archived
journals the participants completed as a part of their K-8 Math Methods course,
a survey, and semi-structured interviews. The findings from this study indicate
that the participating preservice teachers perceive adaptive learning programs
to be beneficial for students, and they recognize they have many decisions to
make regarding what adaptive learning programs are used and how they are
integrated into the classroom. The study also found that the instruction the
preservice teachers received in their K-8 Math Methods course played a critical
role in making them aware of the features available and myriad of options
available in adaptive learning programs.

Keywords

Preservice teacher education, Mathematics education, Adaptive learning systems, Perceptions for technology

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