Burrill, G. (2011). Getting the most from Nspired Learning: What Research Says (Introduction). T-Cubed International. San Antonio, TX, Michigan State University.
Symposium introductory remarks
Duncan, A. (2011). Why Multiple Representations? - What Research Says. T-Cubed International. San Antonio, TX, University of Aberdeen, Scotland.
This presentation will start with a review of research findings on the use of multiple representations of mathematics concepts in the teaching of mathematics and consider the recommendations being made. It will then focus on the findings of Allan’s own research examining the use of TI-Nspire’s dynamically linked multiple representations and associated teaching practices in Scottish classrooms.
Pape, S. J. (2011). What are the effects of adding TI-Navigator to a graphing calculator classroom? T-Cubed International. San Antonio, TX, University of Florida.
This presentation will report effects of classroom connectivity technology (CCT) on Algebra I achievement and classroom interaction from the Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS; IES R305K050045) project, a large national research study of the impact of classroom connectivity technology in Algebra I. Principles of effective CCT use that foster context in which students think mathematically will be highlighted. Participants will be challenged to think about their mathematics instruction in terms of these principles.
Weigand, H.-G. (2011). CAS we can, but should we? The integration of symbolic calculators into mathematics lessons. T-Cubed International. San Antonio, TX, University of Wuerzburg, Germany.
Advantages and disadvantages of the use of computer algebra systems in mathematics lessons are controversially discussed worldwide. In recent years, a research group in Europe concentrated increasingly on an evaluation of new competencies which students developed in CAS-environments: new working styles, new problem solving strategies and new ways of achieving a better understanding. A competency model has been developed to evaluate students’ abilities while working with CAS within the context of the concept of functions. Taking this model as a basis, the talk will give examples of the worthwhile use of CAS in mathematics lessons, mainly using handheld technology, and will reflect on the consequences – both positive and negative.