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

Abstract

Adaptive learning programs are frequently used in the K-8 mathematics classroom. Theseprograms provide instruction to students at the appropriate level of difficulty by presentingcontent, providing feedback, and allowing students to master skills before progressing. Thepurpose of the study was to seek to interpret how preservice teachers’ experiencesinfluence their perceptions and plans to integrate adaptive learning programs in their futureK-8 mathematics classroom. This was a qualitative study with 17 participants who wereenrolled in an undergraduate teacher education program. Data was collected and analyzedfrom archived journals the participants completed as a part of their K-8 Math Methodscourse, a survey, and semi-structured interviews. The findings from this study indicate thatthe participating preservice teachers perceive adaptive learning programs to be beneficialfor students, and they recognize they have many decisions to make regarding what adaptivelearning programs are used and how they are integrated into the classroom. The study alsofound that the instruction the preservice teachers received in their K-8 Math Methodscourse played a critical role in making them aware of the features available and myriad ofoptions available in adaptive learning programs.