Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, , 111 - 130, 16.04.2018
https://doi.org/10.30935/cet.414780

Öz

Kaynakça

  • Albee, J. J. (2003). A study of preservice elementary teachers’ technology skill preparedness and examples of how it can be increased. Journal of Technology and Teacher Education, 11(1), 53–71.
  • Association of Mathematics Teacher Educators on Technology (AMTE). (2015, November). Position of the Association of Mathematics Teacher Educators on Technology. Retrieved from https://amte.net/sites/default/files/technologypositionstatement-nov2015.pdf
  • Beal, C. R., Cohen, P. R., & Woolf, B. P. (2010). Evaluation of AnimalWatch: An intelligent tutoring system for arithmetic and fractions. Journal of Interactive Online Learning, 9(1), 64–77.
  • Bochniak, J. S. (2014). The effectiveness of computer-aided instruction on math fact fluency. (Doctoral dissertation). Retrieved from http://scholarworks.waldenu.edu/
  • Brahier, D. J. (2013). Teaching secondary and middle school mathematics. Boston, Massachusetts. Pearson.
  • Braun, V., & Clark, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Chai, C. S., Hwee, J., Koh, L., & Tsai, C.-C. (2010). Facilitating Preservice Teachers’ Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
  • Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.
  • Clark, A. K., & Whetstone, P. (2014). The Impact of an online tutoring program on mathematics achievement. The Journal of Educational Research, 107(6), 462–466.
  • Council for the Accreditation of Educator Preparation (CAEP). (2013). 2013 CAEP Standards. Retrieved from http://www.caepnet.org/standards/introduction
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed method approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
  • Davis, N., Preston, C., & Sahin, I. (2009). ICT Teacher Training: Evidence for Multilevel Evaluation from a National Initiative. British Journal of Educational Technology, 40(1), 135-148.
  • Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. New York: McGraw Hill.
  • De Witte, K., & Rogge, N. (2014). Does ICT matter for effectiveness and efficiency in mathematics education? Computers and Education, 75, 173–184. doi: doi.org/10.1016/j.compedu.2014.02.012
  • Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., & Campuzano, L. (2007). Effectiveness of reading and mathematics software products: Findings from the first student cohort. (NCEE 2007-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research & Development, 53(4), 25–39.
  • Eyyam, R., & Yaratan, H. S. (2014). Impact of use of technology in mathematics lessons on student achievement and attitudes. Social Behavior & Personality: An International Journal, 4231-42.
  • Gross, T. J., & Duhon, G. (2013). Evaluation of Computer-Assisted Instruction for Math Accuracy Intervention. Journal of Applied School Psychology, 29, 246–261. http://doi.org/10.1080/15377903.2013.810127
  • Hanover Research (2014). Emerging and future trends in K-12 education. Hanover Research, (October), 1–30. Retrieved from http://www.hanoverresearch.com/media/Emerging-and-Future-Trends-in-K-12-Education-1.pdf
  • Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192. http://doi.org/10.1080/0022027032000276961
  • Imbimbo, J. (2003). The voice of the new teacher. Washington, DC: Public Education Network.
  • International Society for Technology in Education [ISTE]. (2016). ISTE Standards for Administrators. Retrieved from http://www.iste.org/standards/standards-for-administrators
  • Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29(1), 76–85. http://doi.org/10.1016/j.tate.2012.08.005
  • King, N., & Horrocks, C. (2010). Interviews in qualitative research. Los Angeles, CA: Sage.
  • Klinkenberg, S., Straatemeier, M., & Van Der Maas, H. L. J. (2011). Computer adaptive practice of maths ability using a new item response model for on the fly ability and difficulty estimation. Computers and Education, 57(2), 1813–1824.
  • Koedinger, K. R., McLaughlin, E. A., & Heffernan, N. T. (2010). A quasi-experimental evaluation of an on-line formative assessment and tutoring system. Journal of Educational Computing Research, 43(4), 489–510.
  • Kulik, J. A. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say final report. Science and Technology, 45(May), 82.
  • Lee, H., & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 8(4), 326–341. Retrieved from http://www.editlib.org/p/28191
  • Liao, Y. K. C. (2007). Effects of computer-assisted instruction on students’ achievement in Taiwan: A meta-analysis. Computers and Education, 48(2), 216–233. doi: doi.org/10.1016/j.compedu.2004.12.005
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
  • Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). Thousand Oaks, CA: Sage.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass.
  • Murphy, R., Gallagher, L., Krumm, A., Mislevy, J., & Hafter, A. (2014). Research on the Use of Khan Academy in Schools. Retrieved from SRI Education web site: http://www.sri.com/sites/default/files/publications/khan-academy-implementation-report-2014-04-15.pdf
  • National Council of Teachers of Mathematics (NCTM). (2011, October). Technology in teaching and learning mathematics: A position of the National Council of Teachers of Mathematics. Retrieved from http://www.nctm.org/Standards-and-Positions/Position-Statements/Strategic-Use-of-Technology-in-Teaching-and-Learning-Mathematics/
  • National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: National Council of Teachers of Mathematics.
  • National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education.
  • Nguyen, D. M., Hsieh, Y.-C., & Allen, G. D. (2006). The impact of web-based assessment and practice on students’ mathematics learning attitudes. Journal of Computers in Mathematics and Science Teaching, 25(3), 251–279.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education. http://doi.org/10.1016/j.tate.2005.03.006
  • Ojose, B. (2009). Promising practice of technology integration in math and science instruction: A case of California Charter High School. International Education Studies, 2(3), 3.
  • Oxman, S., & Wong, W. (2014). White paper: Adaptive learning systems. DV X Innovations DeVry Education Group.
  • Ozel, S., Yetkiner, Z. E., & Capraro, R. M. (2008). Technology in K-12 mathematics classrooms. School Science and Mathematics, 108(2), 80. doi: doi.org/10.1111/j.1949-8594.2008.tb17807.x
  • Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2013). Effectiveness of Cognitive Tutor Algebra I at Scale. Educational Evaluation and Policy Analysis, 36(2), 127–144. doi: doi.org/10.3102/0162373713507480
  • Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Milken Exchange on Education Technology, 1–13.
  • Shih, S. C., Kuo, B. C., & Liu, Y. L. (2012). Adaptively ubiquitous learning in campus math path. Educational Technology and Society, 15(2), 298–308.
  • Sutton, S. R. (2011). The preservice technology training experiences of novice teachers. Journal of Digital Learning in Teacher Education, 28(1), 39–47. http://doi.org/10.1080/21532974.2011.10784678
  • The White House ConnectED Initiative. (2013, June 6). ConnectED Initiative. Retrieved from https://www.whitehouse.gov/issues/education/k-12/connected
  • Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers and Education, 59(1), 134–144. http://doi.org/10.1016/j.compedu.2011.10.009
  • U.S. Department of Education Office of Educational Technology. (2016). Future ready learning: Reimagining the role of technology in education. 2016 National Education Technology Plan. Washington, D.C.
  • Weaver, G. (2000). An examination of the national educational longitudinal study (NLES:88) database to probe the correlation between computer use in school and improvement in test scores. Journal of Science Education and Technology, 9(2), 121–133. doi: doi.org/10.1023/A:1009457603800
  • Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Retrieved from Educational Testing Service Policy Information Center web site: https://www.ets.org/research/policy_research_reports/pic-technology
  • Ysseldyke, J., Spicuzza, R., Kosciolek, S., & Boys, C. (2003). Effects of a learning information system on mathematics achievement and classroom structure. The Journal of Educational Research, 96(3), 163–173.
  • Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using math apps for improving student learning: An exploratory study in an inclusive fourth grade classroom. TechTrends, 59(2), 32–39. http://doi.org/10.1007/s11528-015-0837-y

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

Yıl 2018, , 111 - 130, 16.04.2018
https://doi.org/10.30935/cet.414780

Öz

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.

Kaynakça

  • Albee, J. J. (2003). A study of preservice elementary teachers’ technology skill preparedness and examples of how it can be increased. Journal of Technology and Teacher Education, 11(1), 53–71.
  • Association of Mathematics Teacher Educators on Technology (AMTE). (2015, November). Position of the Association of Mathematics Teacher Educators on Technology. Retrieved from https://amte.net/sites/default/files/technologypositionstatement-nov2015.pdf
  • Beal, C. R., Cohen, P. R., & Woolf, B. P. (2010). Evaluation of AnimalWatch: An intelligent tutoring system for arithmetic and fractions. Journal of Interactive Online Learning, 9(1), 64–77.
  • Bochniak, J. S. (2014). The effectiveness of computer-aided instruction on math fact fluency. (Doctoral dissertation). Retrieved from http://scholarworks.waldenu.edu/
  • Brahier, D. J. (2013). Teaching secondary and middle school mathematics. Boston, Massachusetts. Pearson.
  • Braun, V., & Clark, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Chai, C. S., Hwee, J., Koh, L., & Tsai, C.-C. (2010). Facilitating Preservice Teachers’ Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
  • Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.
  • Clark, A. K., & Whetstone, P. (2014). The Impact of an online tutoring program on mathematics achievement. The Journal of Educational Research, 107(6), 462–466.
  • Council for the Accreditation of Educator Preparation (CAEP). (2013). 2013 CAEP Standards. Retrieved from http://www.caepnet.org/standards/introduction
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed method approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
  • Davis, N., Preston, C., & Sahin, I. (2009). ICT Teacher Training: Evidence for Multilevel Evaluation from a National Initiative. British Journal of Educational Technology, 40(1), 135-148.
  • Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. New York: McGraw Hill.
  • De Witte, K., & Rogge, N. (2014). Does ICT matter for effectiveness and efficiency in mathematics education? Computers and Education, 75, 173–184. doi: doi.org/10.1016/j.compedu.2014.02.012
  • Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., & Campuzano, L. (2007). Effectiveness of reading and mathematics software products: Findings from the first student cohort. (NCEE 2007-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research & Development, 53(4), 25–39.
  • Eyyam, R., & Yaratan, H. S. (2014). Impact of use of technology in mathematics lessons on student achievement and attitudes. Social Behavior & Personality: An International Journal, 4231-42.
  • Gross, T. J., & Duhon, G. (2013). Evaluation of Computer-Assisted Instruction for Math Accuracy Intervention. Journal of Applied School Psychology, 29, 246–261. http://doi.org/10.1080/15377903.2013.810127
  • Hanover Research (2014). Emerging and future trends in K-12 education. Hanover Research, (October), 1–30. Retrieved from http://www.hanoverresearch.com/media/Emerging-and-Future-Trends-in-K-12-Education-1.pdf
  • Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192. http://doi.org/10.1080/0022027032000276961
  • Imbimbo, J. (2003). The voice of the new teacher. Washington, DC: Public Education Network.
  • International Society for Technology in Education [ISTE]. (2016). ISTE Standards for Administrators. Retrieved from http://www.iste.org/standards/standards-for-administrators
  • Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29(1), 76–85. http://doi.org/10.1016/j.tate.2012.08.005
  • King, N., & Horrocks, C. (2010). Interviews in qualitative research. Los Angeles, CA: Sage.
  • Klinkenberg, S., Straatemeier, M., & Van Der Maas, H. L. J. (2011). Computer adaptive practice of maths ability using a new item response model for on the fly ability and difficulty estimation. Computers and Education, 57(2), 1813–1824.
  • Koedinger, K. R., McLaughlin, E. A., & Heffernan, N. T. (2010). A quasi-experimental evaluation of an on-line formative assessment and tutoring system. Journal of Educational Computing Research, 43(4), 489–510.
  • Kulik, J. A. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say final report. Science and Technology, 45(May), 82.
  • Lee, H., & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 8(4), 326–341. Retrieved from http://www.editlib.org/p/28191
  • Liao, Y. K. C. (2007). Effects of computer-assisted instruction on students’ achievement in Taiwan: A meta-analysis. Computers and Education, 48(2), 216–233. doi: doi.org/10.1016/j.compedu.2004.12.005
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
  • Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). Thousand Oaks, CA: Sage.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass.
  • Murphy, R., Gallagher, L., Krumm, A., Mislevy, J., & Hafter, A. (2014). Research on the Use of Khan Academy in Schools. Retrieved from SRI Education web site: http://www.sri.com/sites/default/files/publications/khan-academy-implementation-report-2014-04-15.pdf
  • National Council of Teachers of Mathematics (NCTM). (2011, October). Technology in teaching and learning mathematics: A position of the National Council of Teachers of Mathematics. Retrieved from http://www.nctm.org/Standards-and-Positions/Position-Statements/Strategic-Use-of-Technology-in-Teaching-and-Learning-Mathematics/
  • National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: National Council of Teachers of Mathematics.
  • National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education.
  • Nguyen, D. M., Hsieh, Y.-C., & Allen, G. D. (2006). The impact of web-based assessment and practice on students’ mathematics learning attitudes. Journal of Computers in Mathematics and Science Teaching, 25(3), 251–279.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education. http://doi.org/10.1016/j.tate.2005.03.006
  • Ojose, B. (2009). Promising practice of technology integration in math and science instruction: A case of California Charter High School. International Education Studies, 2(3), 3.
  • Oxman, S., & Wong, W. (2014). White paper: Adaptive learning systems. DV X Innovations DeVry Education Group.
  • Ozel, S., Yetkiner, Z. E., & Capraro, R. M. (2008). Technology in K-12 mathematics classrooms. School Science and Mathematics, 108(2), 80. doi: doi.org/10.1111/j.1949-8594.2008.tb17807.x
  • Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2013). Effectiveness of Cognitive Tutor Algebra I at Scale. Educational Evaluation and Policy Analysis, 36(2), 127–144. doi: doi.org/10.3102/0162373713507480
  • Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Milken Exchange on Education Technology, 1–13.
  • Shih, S. C., Kuo, B. C., & Liu, Y. L. (2012). Adaptively ubiquitous learning in campus math path. Educational Technology and Society, 15(2), 298–308.
  • Sutton, S. R. (2011). The preservice technology training experiences of novice teachers. Journal of Digital Learning in Teacher Education, 28(1), 39–47. http://doi.org/10.1080/21532974.2011.10784678
  • The White House ConnectED Initiative. (2013, June 6). ConnectED Initiative. Retrieved from https://www.whitehouse.gov/issues/education/k-12/connected
  • Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers and Education, 59(1), 134–144. http://doi.org/10.1016/j.compedu.2011.10.009
  • U.S. Department of Education Office of Educational Technology. (2016). Future ready learning: Reimagining the role of technology in education. 2016 National Education Technology Plan. Washington, D.C.
  • Weaver, G. (2000). An examination of the national educational longitudinal study (NLES:88) database to probe the correlation between computer use in school and improvement in test scores. Journal of Science Education and Technology, 9(2), 121–133. doi: doi.org/10.1023/A:1009457603800
  • Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Retrieved from Educational Testing Service Policy Information Center web site: https://www.ets.org/research/policy_research_reports/pic-technology
  • Ysseldyke, J., Spicuzza, R., Kosciolek, S., & Boys, C. (2003). Effects of a learning information system on mathematics achievement and classroom structure. The Journal of Educational Research, 96(3), 163–173.
  • Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using math apps for improving student learning: An exploratory study in an inclusive fourth grade classroom. TechTrends, 59(2), 32–39. http://doi.org/10.1007/s11528-015-0837-y
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Kevin Smith Bu kişi benim

Yayımlanma Tarihi 16 Nisan 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Smith, K. (2018). Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education. Contemporary Educational Technology, 9(2), 111-130. https://doi.org/10.30935/cet.414780
AMA Smith K. Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education. Contemporary Educational Technology. Nisan 2018;9(2):111-130. doi:10.30935/cet.414780
Chicago Smith, Kevin. “Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education”. Contemporary Educational Technology 9, sy. 2 (Nisan 2018): 111-30. https://doi.org/10.30935/cet.414780.
EndNote Smith K (01 Nisan 2018) Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education. Contemporary Educational Technology 9 2 111–130.
IEEE K. Smith, “Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education”, Contemporary Educational Technology, c. 9, sy. 2, ss. 111–130, 2018, doi: 10.30935/cet.414780.
ISNAD Smith, Kevin. “Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education”. Contemporary Educational Technology 9/2 (Nisan 2018), 111-130. https://doi.org/10.30935/cet.414780.
JAMA Smith K. Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education. Contemporary Educational Technology. 2018;9:111–130.
MLA Smith, Kevin. “Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education”. Contemporary Educational Technology, c. 9, sy. 2, 2018, ss. 111-30, doi:10.30935/cet.414780.
Vancouver Smith K. Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education. Contemporary Educational Technology. 2018;9(2):111-30.