ALEKS in High School Mathematics Classrooms: Exploring Teachers' Perceptions and Use of This Tool

Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/

Y

14

High School Teachers; Mathematics Teachers; Teacher Attitudes; Teaching Methods; Mathematics Instruction; Student Evaluation; Artificial Intelligence; Educational Technology; Program Effectiveness

10.1007/s11528-024-00955-0

8756-3894
1559-7075

There has been a limited amount of research that has attempted to determine teaching strategies using adaptive learning systems. Most studies have attempted to measure success of the use of these technologies based on improvements in students' test scores but have lacked to provide any information regarding the pedagogy implemented while using the tool or teachers' perceptions of it. A basic qualitative study was conducted where five Chicagoland high school mathematics teachers, who used the Assessment and Learning in Knowledge Spaces (ALEKS) system, were interviewed three times during one academic school year. This study asked participants to share first-hand experiences and perceptions of using ALEKS as the main learning tool. Teachers used ALEKS for assessing student understanding through its quizzes and assignments, analyzing student progress, and allowing students to practice and receive feedback on mathematical concepts. The findings of this study indicate that teachers found ALEKS to be easy to use and useful in their teaching. Specifically, teachers cited the assessment tools, built-in feedback, ability to personalize learning, and the accessibility of learning tools for students as useful in their teaching.

As Provided

2024

EJ1425907