Graphing calculators facilitate learners’ ability to build cognitive
links between mathematical representations by providing
quick access to multiple representations. This exploratory
study investigated the effects of technology-enhanced
instruction on student achievement, perceptions of technology
use during instruction, problem-solving success, and
problem-solving solution strategies. Algebra II classrooms
were randomly assigned to use the TI-Nspire CAS or TI-83+;
students’ responses on a survey and teacher-created unit test
were compared. Students’ solution strategies were associated
with treatment. Students in the TI-Nspire CAS group employed
more graphical representations whereas those in the TI-83+ group tended to use symbolic solution strategies. Furthermore
the number of strategies used to solve the problem was related to success regardless of treatment group. Students
in the two groups did not significantly differ on a unit test, problem-solving success, and number of strategies used to solve a word problem. This study provides preliminary evidence that TI-Nspire CAS-enhanced instruction may influence students’ use of multiple representations when solving mathematical word problems.

Bostic, J. and S. J. Pape (2010). "Examining Students’ Perceptions of Two Graphing Technologies and Their Impact on Problem Solving." Journal of Computers in Mathematics and Science Teaching 29(2): 139-154.