Longitudinal analysis was conducted of a grade 9-10, and a grade 12-13 Italian classroom in one school, using TI-Nspire CAS, using a descriptive observation and video analysis methodology.  Major conclusions of the study were:
1. New praxeologies are introduced in the classroom because of fresh specific instrumented actions supported by TI-Nspire. Some of them have a positive consequence on learning processes of the students and on their attitudes towards mathematics.
2. The major new entries in the instrumental actions supported by TI-Nspire concern the specificity of the transition to the theoretical side of mathematics, to its modeling and to a meaningful introduction to the use of symbols.
3. TI-Nspire seems to modify the tempos of some multimodal behaviours of students; this makes TI-Nspire possibly similar to some new Representational Infrastructures used in nowadays technological society, e.g. the increasing habit of simultaneously surfing of youngest people through different technological devices for shorter period of times –the multitasking attitude compared with the old way of operating in sequence for longer periods of time.

Additional conclusions of the study included:
a. In the grade 10 classroom, achievements of mathematical knowledge and competencies by the students were highly positive.  On the final test, a higher and more homogeneous level of acquired competencies was measured from the students who used TI-Nspire, than a comparison class which did not.
b. In the grade 10 classroom, student questionnaires showed that using TI-Nspire in the classrooms requires a strong effort from the students, but the effort is viewed positively by most students because their impression is that TI-Nspire can support their learning processes more than other software. Moreover the software seems to be accepted by students, because of its multitasking aspects, which are consonant with their technological habits outside the school.
c. Three major examples of TI-Nspire’s capability for dynamic linked multiple representations were observed to be instructionally innovative and important:
• The ability of TI-Nspire spreadsheets to realistically handle data and symbolic representations facilitated important insights not feasible with other software such as Cabri.
• The capability of TI-Nspire geometry was shown to support some problem solving approaches using an explicit time variable.  This is not possible with Cabri.
• In the grade 11-12 classroom, students were observed to cycle between inductive and deductive phases of problem solving at a rapid tempo.  This contrasts with a single large cycle observed with Cabri.
These observations led to the conclusion that the students with high proficiency with the technology achieved a very close human-computer interaction which afforded new approaches to reasoning and problem-solving.