With the TI-Navigator system, 27% percent more students scored in the 90% range on the New York State Regents Math A for 2007, when compared to the same teacher’s non-TI-Navigator system class in 2005

Pre-/post-comparisons showed gains in perceived experience from the beginning to the end of the course. However, the number of students who felt nervous about the prospect of using graphing calculators increased.

Introducing TI-Navigator led to more questions being asked which often led to discussions.  Also, students often interpreted questions differently.  This allowed for even more discussion.

The pupils were able to see for themselves the ‘product of prime factors’ representation of any integer they chose, use the results that they had found, and see if they had correctly prime factorised a number without any intervention.

Summary Slides for Case Study #15.  This is a preliminary report on this study.

I can look at the Navigator screen and I am able to diagnose the problem areas and fix them for the individual(s) before moving on in my content.  And, … a 100% made gains on the FCAT

a 5% increase in learning occurred directly due to the addition of technology in the classroom….The class that used technology was able to have a maximum score of 100% on the assessment, whereas the non-technology group only scored a maximum of 95%

I think that many students were able to make a visual connection with the graphing and the action that created the graph.

By monitoring the students’ activities whilst they were answering the problems I was able to see the wide range of approaches that the students used. For example, one student chose to insert a Spreadsheet page to create a probability distribution table to help him reach a solution.

Using Screen Capture in this way gave me a real insight into the way that the students went about solving the problems. It also supported the students to see a range of strategies and learn from each other.

George Watson’s College is a mixed independent school and I have been using the TI-NspireTM NavigatorTM since October 2008 with most of my classes (students: 11-12 year olds following the compulsory secondary mathematics curriculum). In this lesson I used the File transfer, Screen Capture and Class Analysis features.
I thought that this lesson activity gave my students an opportunity to interpret mathematics by devising and describing in words the general relationships between angles. Some of the weaker students preferred to describe things in terms of the numbers shown on their diagram in its static form. However, as I was able to identify who these people were using Screen Capture, I was able to individually guide them towards trying to describe the relationship in more general terms using words, or angle labelling conventions, rather than just numbers.
Using Screen Capture enabled me to effectively target individual support to those in the class who needed it most.

Blue Coat School is a state secondary school for students aged 11-18 years in Walsall, UK.  I have been using TI-Nspire Navigator since May 2009 and this was the first time this class had used the TI-NspireTM handhelds or TI-Nspire Navigator. In this lesson I used Screen Capture and Live Presenter. This class of eight students were working at a level below their age-related expectation.
The students were very engaged throughout the lesson and, despite being some of the weakest students in their year group, they were very motivated by their individual contribution to the class task and were also keen to support each other with ideas and approaches. The students grew in their confidence to use the correct mathematical vocabulary to describe their patterns and the position of the geometric objects within it.

Blue Coat School is a state secondary school for students aged 11-18 years in Walsall, UK.  Some of the students in this class have been using the TI-Nspire handhelds since 2008 and I have been using TI-NspireTM Navigator with these students since May 2009. In this lesson I used File transfer, Screen Capture, Live Presenter and File collection.
All of the students were able to see very quickly that, when the condition for the areas being equal was true, the triangles appeared to be right angled and, having recorded this ‘rule’ in their own words, I felt that we were in a good position to try to apply this to a new problem in a subsequent lesson when we would look at more traditional problems involving Pythagoras’ theorem.

George Watson’s College is a mixed independent school and I have been using the TI-Nspire Navigatorsince October 2008 with most of my classes. In this lesson I used the File transfer, Screen Capture and Quick Poll features.
The students had the opportunity to explore a numerical sequence displayed to them as a graph. This forced them to look at the trends in the terms of the sequence and not just the numbers. The sharing of thoughts at the ‘half-way’ stage led in several cases of students checking some of the declarations that had been made by their peers and revising their own statements in response.

George Watson’s College is a mixed independent school and I have been using the TI-Nspire Navigator since October 2008 with most of my classes. In this lesson I used the Screen Capture feature.
The students own explorations led them to notice different features. Some  students thought that the rule was to do with multiples, or with odd and even numbers whilst others were able to come up with their own correct versions of the condition. By collecting back the students’ TI-Nspire files I gained an insight into their emerging thinking. The students were also beginning to become mathematically inquisitive and explore negative and decimal values for the lengths of the triangles’ sides.

Now, with the use of TI-Navigator, I KNOW exactly where my students are in the Navigator activity.  For one example, during the 09/10 year I was using a Match My Graph activity with a small group of geometry students reviewing algebraic concepts.  With the Navigator I received feedback on each problem.

For the 2008-2009 school year, 100% of the students in Ms. Knox’s class demonstrated proficiency in the state’s End-of-Instruction (EOI) test for Algebra 2 when the students’ home
school permitted use of the TI-Nspire handheld on the test. Students from the one school that did notexperienced a 75% pass rate). Compared to other similar classes in schools that
allowed calculators on the state test, this represents nearly a doubling of the proficiency rate. For the 2009-2010 school year, 33 of her 36 students passed; exceptional
circumstances account for two of the three students who were not proficient.
“It’s amazing how this is all working,” Ms. Knox comments. “Everyone loves to come to class.
The second they walk through the door they’re engaged.”
This success in teaching mathematics has enhanced the reputation of the Tech Center, Ms. Knox reports. “The Tech Centers have been known for watering down the course to get the kids to pass. Now, even the IEP kids are passing the state test. People used to write off the Tech Center kids. Administrators from the sending districts now say the Tech Centers are no problem – it’s a new reputation. Now, we are known as the people who teach the math. In
fact, we were asked to provide the summer three-week remediation.”
Ms. Knox is also gaining converts among her colleagues. She reports that one of the sending school’s Algebra 2 teachers is getting a class set of TI-Nspire handhelds. No surprise, she’s
eager to show her system to her colleagues in all math subjects. “The TI-Nspire technology also works with geometry and calculus,” she says.

With a high-minority, low-income at-risk student body, TI-Navigator has become the backbone of a successful new way of engaging, high differentiated teaching of Algebra 1and 2.

Ms. Thompson sees advantages for students in the way TI-Nspire CAS technology connects together applications, and
in the way the handheld allows students to write mathematics in the same way they will see it on screen. Ms. Thompson comments, “I think students will learn TI-Nspire CAS technology faster than they will other (graphing) calculators since it is built more like a computer.” She estimated that reaching full classroom proficiency took approximately 36 weeks.

My research showed me that the calculator can be used to differentiate instruction for students of varying abilities, interests, and learning styles.  To do this successfully, time needs to be built in for educators to become familiar with the calculator and the needs of their own students.  The students' feedback gave me great insight into which activities were successful, those that needed to be modified, and those that needed to be abolished.
What surprised me most was how much it altered the way my classes thought about geometry...students...often discovered theorums before they were presented in class...I also saw struggling students make meaning out of complex concepts.  In addition, student retention seemed to be increased.

“The ability of TI-Nspire CAS technology to provide multiple, dynamically linked representations of graphs, equations and
tables proved particularly useful in teaching graphing and linear functions, one of the most important concepts in the
9th grade Math A curriculum. Despite the difficulty of the exam, the average score was 80% (it is normally in the low 70 percentile), and half of the class received an A or B grade.

CSG Liudger is a state secondary school in the Netherlands. I have been using TI-Nspire handhelds and software with this group of students since September 2007 and TI-Nspire Navigator since May 2009. In this lesson I used File transfer, Screen Capture and Live Presenter features.
The students were able to use their existing knowledge of statistical variables such as the mean average and the median to confirm or refute their statistical hypotheses. They also considered how the use of different statistical graphs might support this process.

A qualitative study of TI-Nspire Navigator use in seven classrooms in five European countries found the teachers:
- developed new and supported existing formative assessment practices using screen capture & presenter;
-providing teachers with additional insight to enable them to provide thoughtful interventions during the lesson;
-promoting purposeful classroom discourse to enrich the teacher’s awareness of students’ existing mathematical knowledge;
-developing strategies for students’ peer assessment and self assessment.
-enabled the development of innovative mathematics tasks;
-focusing students’ attentions on making mathematical generalisations through generative questioning
-creating “shared learning space”
-generating the mathematical data to initiate the task

With the ever changing landscape of American education, it is vital for schools to provide teachers and students with the latest forms of technology that can foster a positive learning environment for all students. The advancements that have occurred in technology and education have greatly helped both students and teachers have success in the classroom. In addition, with the increase in diverse learners and varying achievement levels found in each classroom, it is crucial for teachers to be able to modify their lessons and differentiate instruction so that all learners can achieve. One specific advancement in technology and education has been the Texas-Instruments product, the TI-Nspire Navigator. The TI-Nspire Navigator is a wireless device that connects to the back of the students’ calculator. Connection occurs through a router and a laptop. Once connected, the teacher can send the students questions, quizzes, or data to the calculator instantly. At that point, students respond to the question by sending their results back to the teacher. The information is displayed on the laptop in an organized form. It is the goal of this study was to determine how the TI-Nspire Navigator affects student achievement in the classroom.
Specifically, this study analyzed the use of the TI-Nspire Navigator in two mathematics classrooms – one 9th grade Algebra Regents class and one 10th grade Algebra Extended Class containing special education students. Data was collected over a six week period, through student and teacher surveys, quiz/test results, and teacher observations. The researcher analyzed and observed how student achievement changed when the TI-Nspire Navigator was incorporated into the classroom. Furthermore, data was collected to observe its role in increasing student achievement for not just the general education student, but the special needs student as well.

A year-long study introduced TI-Nspire with professional development to 14 KS 3-4 teachers in seven UK 11-16 secondary schools.  The qualitative study reported many examples of how teachers used TI-Nspire with the goal of enhancing students’ mathematical understanding.
There was a strong evidence that  TI-Nspire: 
- Supports the trajectory of the teachers towards selecting and/or designing more exploratory activities to use in classrooms. Teachers evaluated the use of TI-Nspire in these lessons lesson very positively with respect to their students learning outcomes.
- Helps teachers increase opportunities for students to engage in purposeful plenary activities in which the students shared outcomes and approaches. 
- Provides immediate, non-judgemental feedback  to students
- Increases opportunities for students to follow their own lines of mathematical enquiry.
- Students accessing mathematical content that was above the teachers’ age-related expectations.

To make a preliminary investigation into the implementation of TI-Nspire calculators with pre-service middle and high school mathematics teachers.  Through this focused case study an emerging model of technological pedagogical content knowledge as it relates to the use of the next generation calculator, the TI-Nspire, was investigated. 

Prior to the project, 93% of teachers indicated that they never used supplemental materials in algebra or
geometry in the classrooms. Since purchasing the TI-Nspire calculators for all students, daily classroom
usage of the equipment increased to 77%. Sixty percent of teachers said their students use the calculators
for in-class inquiry-based explorations using the calculator’s scientific functions. Additionally, math
benchmark test data show that the classes furthest along in implementation (utilizing the technology most
consistently) demonstrate the greatest score gains.

Research of technology used in mathematics education has been mainly focused on the calculators. Therefore it has been of great value, as in this study, also to study how teachers and students can use laptops with TI-Nspire technology and software, with or without concomitant use of handheld devices. Of particular interest has also been examining possible changes in teachers' teaching experience, the students' problem-solving methods and the students' math¬ematical learning and deeper understanding of mathematics, and other outcomes of education in this technological learning environment. Eight classes of students in theoretical programmes at upper secondary level in southern and central Sweden, as well as their teachers, were using TI-Nspire CAS in a regular course, Mathematics A or Mathematics B, during a whole semester. They used the software and/or handhelds continuously during the course and also, where appropriate, implemented the national test on laptops. Experiences of students and teachers, concerning opportunities and the positive sides as well as obstacles and problems, agree well. Almost all showed significant progress during the study, both in terms of management of technology in the math work, and when it comes to integrating it into a high-quality learning environment. A majority of the students testified about the positive impact that the use of technology had on their view of mathematics and of what mathematical activities would include. This raised at a great extent their interest in the subject and gave them more confidence towards mathematics. Perhaps the most important results of this study are how TI-Nspire software on laptops could be used in regular education in courses at upper secondary level. Its various possibilities, of technical, mathematical and conceptual nature, have had the opportunity to appear in this relatively long study. But also the various obstacles and risks of this type of technology were identified, and teachers' approaches to them have been reported. They agree that CAS represents a difficulty, especially for low-performing students, but also carries an incredibly pow-erful potential in mathematics. Experiences from the use in the national tests were positive, and the barriers that existed for the use of laptops could in practice be eliminated. Special attention has been given in the study to the question if the combination of handheld unit and computer has added something extra to education. The results indicate that there are several reasons to consider this technical solution, such as the hand units being better in certain situations; for quick calculations, for tests and in other subjects; while computers presenting an advantage for working with graphs or to solve larger problems and finally to document them. This indicates that implementation of new technology must always be preceded by a careful analysis of how it is meant to be used in education in practice.