This paper examines the effects of the first year of a two-year project to investigate formative assessment in a networked classroom. Participants were divided into two groups; one group receiving professional development on formative assessment with networked technology while the second group received professional development only on formative assessment. Data were gathered on participants’ knowledge of formative assessment, teacher pedagogical content knowledge, mathematics background, and attitudes toward technology. Student data were collected and analyzed to examine the effects of teacher variables on student achievement.

Findings from three years of a longitudinal randomized control trial involving a national U. S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) intervention on student achievement when compared to classroom instruction with graphing calculators only. The theoretical framework suggests that active learning environments with timely, targeted, and accurate feedback loops facilitated by CCT are likely to produce improved student achievement in Algebra 1. In the first three years of this study, significant effect sizes on student achievement ranged from 0.19 to 0.37. These medium-sized effects are relatively rare for large-scale randomized experiments in education.

The original Richardson MathForward Program analysis for 2005 – 2007 is reviewed here and supplemented with a revised analysis to account for certain assumptions not addressed previously. While the general conclusions have not changed from the original report, they are expanded upon here with revised values that are believed to be a more accurate representation of what was happening to students in the study between 2005 and 2007.

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

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.

Formative assessment with TI-Navigator has helped this teacher to deal efficiently with misconceptions, and to use class time more efficiently.  In the process, his thinking about teaching and learning has evolved

The students have been using their own TI-NspireTM handhelds since September 2008 and I started to use TI-NspireTM NavigatorTM with them in May 2009. In this lesson sequence I used the File transfer, Screen Capture,  Live Presenter features and I plugged in the GoTemp probe to my TI-NspireTM handheld to do the data collection.
In this activity Screen Capture was an essential tool to enable me to pick out a graph I wanted to discuss with the class and this also told the students that it is their contribution and not the teacher’s who does everything all the time. With TI-NspireTM NavigatorTM the students were part of the contribution in a completely different way and it felt as though they appreciated their increased involvement. The value of letting the students discover different parts of maths is enormous and I think it will trigger off new approaches from the students that I don’t know yet. It is very exciting, I think, and maybe also a bit scary?

The students have been using their own TI-Nspire handhelds since September 2008 and I started to use TI-Nspire Navigator with them in May 2009.  I used the File transfer and Screen capture features during the lesson. The TI-Nspire file also included some question that I was able to analyse using Class Analysis after the lesson.
The activity was excellent for the students to find out that angles subtending the same arc are equal or that the angle subtending the arc at the centre is twice the angle subtending the arc. The use of the Screen Capture view and being able to collect the students TI-NspireTM files enabled me to get a very good idea of the students’ learning during the lesson. There were a few students who would have benefited from more time on the exploratory tasks – they were less confident to answer the questions - whereas others were able to progress very quickly. Most of the students were able to generate the required theorems which meant we could move onto to justifying and proving them in the subsequent lessons.

The students, who are all following a technological programme, have been using their own TI-NspireTM handhelds since September 2008 and I started to use TI-Nspire Navigator with them in May 2009. 
Initially, there were a number of students who were unsure about how to generate a linear function to go through a given coordinate point and by using the Screen Capture view they were able to see how to get started. It also let me see who needed my support. The Quick Polls encouraged all of the students to give their opinion and, from this I was able to see students change their point of view as they listened to my explanations and the other students’ reasoning. The students showed that they were beginning to really understand why a particular coordinate point lay on a particular straight line and how to find the equation of a straight line through a given point

Scholengemeenschap Sophianum is a state secondary school in the Netherlands. I have been using TI-Nspire handhelds and software with my students since September 2007 and TI-Nspire  Navigator since May 2009. In this lesson I used the File transfer, Screen Capture and Live Presenter  features.
In this lesson my students had needed to think mathematically by considering the properties of special cases and counter examples. These were made more obvious to the whole class due to the number of different screens that could be displayed at one time with Screen Capture. Using TI-Nspire Navigator  in this lesson enabled my students to see each others’ work and this prompted a much wider discussion in the classroom than would normally happen when the students only work with the student seated next to them.

Davison Church of England High School for Girls is a state secondary school and I have been using the TI-Nspire handhelds with this class periodically since July 2007. In May 2009 I began to use TI-Nspire Navigator and in this I used the Screen Capture features.
The use of the Screen Capture view did allow the students to begin to make the obvious connections between the different types of transformations and the effect of these on the graphs. Most of the students were able to connect the vertical translation of functions by adding a constant to their existing knowledge of changing the value of c in linear functions of the form y=mx +c.

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.

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.

The paper describes changes made by two seventh-grade teachers who are participants in project FANC. First, the use of technology prompted each teacher to reconsider his nstructional approach and the manner in which he interacted with students. In general, each teacher developed a more open-questioning form of teaching and required students to actively engage in classroom discussions as well as work collaboratively and communicate ideas to other students in class. Second, access and use of technology expanded the boundaries of the learning trajectory of students’ content understanding. Students were able to process the content in a more sophisticated way than the teachers had experienced in the past. Third, the expansion of the learning trajectories created dilemmas for each teacher in how to use the  formative assessment information made available by the networked technology. Both teachers made use of these features of the networked technology, quick poll, learn check, screen capture, and activity center that enabled them to assess their students’ thinking and to provide opportunities for classroom discussion.

Low-cost, portable classroom network technologies have shown great promise in recent years for improving teaching and learning in mathematics. This paper explores the impacts on student learning in mathematics when a program to introduce network technologies into mathematics classrooms is integrated into a systemic reform initiative at the district level. The study conducted compares the performance of middle and high school students who were participants in the Texas Instruments’ MathForwardTM program to students in the district not in the program. Results indicate that students at two grade levels who were in the program made greater 1-year gains in mathematics achievement than students not in the program.

During 2008-9 seven secondary mathematics teachers from England, Scotland, Netherlands and Sweden began to use a wireless classroom network to link their students’ handheld ICT devices. This paper focuses on the teachers’ reported uses of the Screen Capture feature, which were coded to reveal patterns in the emerging classroom practices. Analysis of the data revealed: increased opportunities for purposeful classroom discourse; improved formative assessment practices; and highlighted the need for teachers to choose rich examples on which to build the mathematical tasks.

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.

Twenty-four seventh-grade teachers participating in a research project focused on formative assessment in a  etworked classroom were given pre-and post- assessments of content knowledge for teaching. This paper examines several  nteresting differences in content knowledge for teaching  etween and among the two groups and suggests possible links between the differences and the content of the two models of  professional development in which the participants were engaged.

This ZIP file contains 4 research presentations from Power Session at T^3 International, San Antonio, Feb. 27. 2011.  Titles are:
Introduction (Burrill)
Why Multiple Respresentations - What Research Says (Duncan)
What Are the Effects of Adding TI-Navigator to a Graphing Calculator Classroom? (Pape)
CAS We Can! - But Should We? The Integration of Symbolic Calculators into Mathematics Lessons (Weigand)

The data represent a reduced achievement gap between Integrated Algebra and College Prep Algebra. In Year 1, the gap declined from a 14.02% difference to a 8.18% difference in average number of proficient students. In Year 2, the gap declined from a 14.91% difference to 7.54% difference in the average number of proficient students.

The study had adequate power to detect small effects, and comparison groups were similar enough to the program students to infer that the analysis reflects differences in gains attributable to the program as implemented. But Dallas is a case of a district where limited implementation of interactive pedagogies with TI-Navigator may have reduced the effectiveness of the program. In addition, staff turnover at one DISD school may have reduced implementation quality.

The results were different for the two schools in the study. At Jackson Memorial Middle Schools, students in MathForward outscored comparison students in 2008, but the difference may have been due to chance, because it was not
statistically significant. By contrast, at Jackson High School, comparison students outscored participating
students, but these results may also have been due to chance and participating students had lower scores than comparison students in 8th grade. In the high school, impacts would have to have been large to achieve statistical significance, due to small sample sizes. There were no significant differences for boys or girls for either school, and there were not enough low-income students or students of color from the district to analyze results for these two groups of students.

West Palm Beach County is a case of a district where implementation was not particularly strong, and where there was no evidence of program effects on achievement. MathForward and comparison students were roughly comparable, and the sample size was adequate to detect effects of the program. One possible explanation for the results was that the district’s schools transformed the intended design of the program in ways that may have limited its effectiveness.

In year 3, the overall gains made in mathematics by MathForward™ students on the Texas Assessment of Knowledge and Skills (TAKS) were significantly greater than for comparison students.  These students differed from the program students in that they were higher-achieving and less likely to be minority students. The gains of MathForward™ students were greatest in 7th grade, relative to the 8th grade and Algebra 1 students that participated. African American students in the program made greater gains than African American students not in the program, resulting in decreasing the achievement gaps for that group.  Among the MathForward™ students, 55 percent of students scored proficient or higher in mathematics in spring 2008, compared to 48 percent the year before. These findings are consistent with achievement gains in previous years for participating students

The history of efforts to improve the teaching of science, technology, engineering and math (STEM) curricula has included a number of change initiatives over the past 50 years at every level of education from elementary through post-secondary.  Recently, the National Academy of Sciences (NAS) has published a framework for development of common core standards for science (Standards, 2011).  Of particular importance for this discussion are five of the eight practices of science identified in the framework: planning and carrying out investigations (in particular, data collection); analyzing and interpreting data; developing and using models; using mathematics, information and computer technology, and computational thinking; engaging in argument from evidence. 
These five practices frame this paper.  Specifically, this report examines how features of TI’s Nspired Learning system (including TI-Nspire and TI-Navigator, align with the need to build the practice of science into the curriculum, through the combination of hardware, software and research-based practices for learning and instruction.

Classroom Connectivity Technology (CCT) can serve as a tool for creating contexts in which students engage in mathematical thinking leading to understanding. We theorize four principles of effective mathematics instruction incorporating CCT based on examination of teachers‟ use of CCT within their Algebra I classrooms across four years. Effective implementation of CCT is dependent upon (1) the creation and implementation of mathematical tasks that support examination of patterns leading to generalizations and conceptual development; (2) classroom interactions that focus mathematical thinking within students and the collective class; (3) formative assessment leading to teachers‟ and students‟ increased knowledge of students‟ present understandings; and (4) sustained engagement in mathematical thinking. Each of these principles is discussed in term of its implications for teacher knowledge.

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 shows that students tend to score higher on mathematics achievement tests when the teacher knows, through a network-connected classroom, more about how students are thinking about mathematics.

An interpretive review of the research basis of TI-Navigator concluded:
-TI-Navigator supports multiple question types and provides immediate feedback and assessment, helps direct students toward mastery-oriented goals, engages prior knowledge by collecting everyone's responses to problems and showing variations, facilitates conceptual reasoning and fosters collaboration.
-Students are more engaged, able to understand complex subjects, more interested in topics, able to gauge their own level of understanding and more willing to take part in discussions when the TI-Navigator system is incorporated into classroom instruction.
-Teachers are able to promote greater discussions and interactivity, to assess and guide student performance, and extend the classroom topics beyond the allotted class time when the TI-Navigator system is incorporated into classroom instruction.

This report describes an analysis of an intervention with the goal of enhancing mathematical understanding through the use of graphing technology, in-classroom networks and daily problem solving. The intervention has been implemented in several 7th and 8th grade math classes in a Texas school district.  This analysis examined changs in the TAKS math scores of students receiving the intervention compared to students not receiving the intervention in the academic school year 2005-6. 
These results for all four models presented, indicate that students that are in the treatment group,
For Analysis One, results indicate that being included in the study group tends to predict an increase in the math TAKS assessment. The first model (Table 3), indicated that the estimatemath TAKS NCE score tends to be about 5 NCE points greater in gains than comparison students. However, in the second model (Table 4), the study group change was not statistisignificant, although the coefficient was positive, indicating that scores for the study students increased slightly compared to other 7th and 8th grade students in the district.

In Analysis Two, the third model (Table 5), indicated that the estimated math TAKS NCE score owever, in the fourth model (Table 7), the treatment group change was not statistically significant, although the coefficient was positive, indicating that scores for the treatment stend to increase compared to other 7th and 8th grade students in the district. In this model there was a discontinuity observed at the cutoff, but the treatment group growth was not significantlydifferent from the other 7th and 8th grade students in the district.

Although causal conclusions can not be made, the students in the treatment program appear to have benefited the intervention and from the key components which included: extended learningtime, use of technology to motivate and enhance learning opportunities, provision of common, aligned assessments, increased teacher content knowledge, and development of high expectationfor all students. The goal of this systemic intervention was improve mathematics achievement. Results indicate that students who received the intervention had on average, higher math TAKSscores that the students not receiving the intervention

The research design that utilizes Regression Discontinuity Design (RDD) was applied to produce a “gold standard” study without major disruption of normal school work. These research results indicate that applying an intervention program to those students most in need (students not passing the math TAKS), can produce both high quality research results and benefit studentneed.

Based on these analyses and given the goals of the program, the Richardson Model for improving math TAKS results can be considered a success. In addition, the successful uregression discontinuity design and the consistency in the increases shown under both the regression discontinuity analyses and Ordinary Least Squares analyses speak to the effectivof the statistical approaches advanced in this research project.

Further examination of the district administered Benchmark tests will be made. From this researchers hope to better understand the connection of program implementation, student progress toward learning objectives, and test performance. Finally, larger “N” or number ostudents involved in future projects may help some of the positive trends observed in this preach the level of being statistically significant.

Improving mathematics teaching and learning through and beyond Algebra is one of the most important challenges facing educators worldwide. The powerful capabilities of technology to engage students, support their cognitive effort, represent mathematics insightfully, and better connect teachers and students are important to addressing the Algebra challenge. To leverage technology effectively, teachers need an appropriate pedagogical model.
We propose a pedagogical model based on the concept of interactivity. By interactivity, we mean increasing the quality and frequency of back-and-forth interplay among the
teacher, her students, and the mathematical content at hand. Technology can enhance many forms of interactivity, especially when:
• students and teachers use technology to explore mathematical models, not just as a calculation tool,
and when:
• teachers use a shared display and instant feedback to increase students’ cognitive engagement, not only to demonstrate or assess.
Across these forms of interactivity, the most important goal is to increase student engagement centered on the doing and making sense of mathematics. Application of this principle leads to highly interactive mathematics classrooms, in which teachers:
1. engage their students in mathematically meaningful activities;
2. focus on mathematics with connections;
3. track what mathematics their students know and adapt accordingly;
4. make mathematics learning a shared responsibility of teachers and students.
Implementing a highly interactive mathematics classroom takes more than technology, it requires support for professional development and time for teachers to learn and adapt. For example, the new capability to instantly capture and display students’ screens can provide cognitive contrasts that drive learning, but only when the teacher uses classroom
discussions to probe the meaning of contrasting screens. We propose an implementation model that proceeds in stages, based on research data that shows what teachers typically
accomplish immediately, with experience and, eventually, as masters of the technology-rich classroom. By thinking in terms of not just technology but also a pedagogical model and
implementation in stages, schools can realize deepening benefits over time. Within the first year, schools can experience increased student achievement and more positive
student attitudes. Teachers see immediate benefits from knowing more about their students. Over time, with continued technological support and sustained professional development, schools can make progress in closing achievement gaps and introducing higher-order skills, such as mathematical problem solving, collaboration, and argumentation. Over many years, schools will develop master teachers who can lead further improvement in their regions, aimed at developing students’ passion to pursue and succeed in university level mathematics and on toward challenging STEM careers.

This chapter focuses on the interaction and development of two strands of 21st century learning and teaching: group-situated design and the use of highly interactive classroom
networks. Relative to design, perhaps the most overt and yet often underutilized feature of any classroom is that it is a group of people. Participants come together, typically in a physically contiguous space, where the potential exists for the teaching that takes place to be much more than a parallel delivery system–that is, much more than the simple sum of its parts. Moving beyond treating the group just as a physically proximate collection of individuals or as an undifferentiated monolith, we ask how do we better design for group-situated learning and teaching interactions? We also ask how can a new generation of much more highly interactive classroom networks explicitly enable and extend aspects of group-situated design? These new network systems are capable of supporting the exchange of complex artifacts as well as new
forms of highly participatory inter-activity. It is our belief that these systems stand ready to play a significant mediating role in advancing a more fully socially-situated approach to learning and teaching.
The goal of this chapter is to articulate, and begin to make practical, a more fully participatory approach to learning and teaching using the capabilities of these next-generation classroom networks and what we call generative design. In addressing this goal, we introduce and outline the what, why, and how of a diversity by design approach to formal education where diversity is addressed in terms of ideas and ways of participating, including variety in native languages, in communication practices, and in interaction patterns.

This case study documents the struggles and successes encountered
by a pre-calculus teacher while using classroom
connectivity technology (CCT) daily in her community college
mathematics course. CCT refers to a wireless communication
system that connects a teacher’s computer with an
individual student’s handheld calculator and has been associated
with positive academic outcomes (Pape et al., 2011).
CCT allows the instructor to send documents, collect student
responses, and project student work for classroom discussion.
Due to the increased complexity of teaching using CCT, however,
teachers often struggle with initial implementation. For
example, the instructor struggled with a lack of time to plan
and execute activities using CCT. She also had to develop
an understanding of how to use CCT effectively and how to
resolve technical issues that arose during the lesson. The instructor
also experienced numerous successes. CCT was used
for formative assessment, to promote involvement among students,
and to exhibit and connect multiple representations of
a mathematical concept. This case study provides mathematics
educators seeking to understand the costs and benefits of
implementing CCT with valuable insight into issues of early
implementation.

A design experiment was conducted to examine the role of the TI-Nspire, the latest graphing calculator from Texas
Instruments, in teaching and learning calculus. This paper reports details on, and preliminary results of, the design
experiment involving the design and conduct of a TI-Nspire Intervention Programme for an intact class of thirty-six
secondary four students (15-16 years) from a secondary school in Singapore. Use of the TI-Nspire was integrated into
teaching and learning Calculus concepts with the aid of the TI Navigator, a wireless classroom network system that
enables instant and active interaction between students and teachers. Mathematics attitudes surveys and structured
interviews were administered to assess the effects of the use of the TI-Nspire on students’ attitudes towards mathematics.
It was found that appropriate use of graphical, numerical and algebraic representations of Calculus concepts using the
TI-Nspire could enable the subjects to better visualize the concepts and make generalizations of relevant mathematical
properties. Results of paired samples t-tests and interviews with students suggest that there the use of the TI-Nspire has
a positive effect on students’ confidence in and perceived usefulness of mathematics.

The overall model results indicated that MathForward participation was associated with significantly higher gains in mathematics achievement, when compared to students in the
district not in the program. Grade-by-grade analyses suggest that gains associated with being assigned to the program were primarily in Grades 7 and Grade 8. Furthermore, except for Hispanics in 9th grade, there was no evidence from this study that achievement gaps were closing for students in the program, relative to students not in the program. In grade 7, implementation rates were higher than in the other grades, suggesting one possible explanation for this pattern of results. Teachers made more frequent use of the most powerful TI-Navigator tools in this grade level, and 7th grade teachers also were =more likely to adjust their instruction on the basis of formative assessment data collected using TI-Navigator than were teachers in other grades. The fact that the treatment effect was strongest in this grade suggests that the achievement gains are at least partly attributable to the program. These results are suggestive of the promise of the intervention, but the models tested here do not permit us to conclude that we have unbiased estimates of program impact. There were significant differences between the two groups with respect to both student background and prior achievement, and propensity score matching did not yield groups with enough overlap to create a matched comparison group. The use of gain scores can mitigate potential effects of differences, but the fact that program students had more room
to grow may have affected the results. Thus, we cannot conclude that the significant gains observed in this study were caused by the program. Because of the threats to internal validity, there are limits to both generalizability and potential significance for policymakers beyond RISD. We know little about how the achievement gains of low-performing students compared to those of students with similar profiles as program students, since so many students in the district participated that a matched comparison group was impossible to construct. Comparison groups from outside the district may yield better estimates of impact in future years, but these students may
not share enough of the same policy and district context to yield valid results.
The limitations of the study do not prohibit either TI or RISD from drawing lessons from the study. The relationship between implementation and gains suggests the promise of the
program for high-implementing classrooms; it also suggests the need to understand how to support such implementation in the future. For RISD, the gains made by students are
confirmation of its policy and approach: MathForward students are making significant gains, at least in 7th and 8th grade. The poor results in 9th grade suggest, furthermore, that the district take a closer look to uncover why these results were not as strong as for the other two grades.

Based on teacher surveys and measures of teacher math knowledge, cumulated across all districts:
-There was evidence of a positive association between teacher math content knowledge and student performance on statewide tests
-The top benefits of TI-Navigator™ technology, from most teachers’ point of view, were more immediate feedback about what students know and can do and enhanced student conceptual understanding of mathematics.
-Teachers varied in the extent that they engaged students in extended discussion of their ideas. When they did engage students, most often discussion was part of whole-class instruction or review.
-Most teachers did use the TI-Navigator displays in their class so that students can see the distribution of responses to problems in class. Some used the data to speed up or slow down the pace of instruction.

As seen in the descriptions of the two PD models, one of the primary differences between the models is the order and emphasis on formative assessment and on the use of TI-Navigator for formative assessment in the delivery. This design was generated due to the difficulties identified with implementing formative assessment in classroom. To use
technology to implement formative assessment adds another level of complexity. Project FANC is trying to determine if there is a difference, based on student outcomes, between
these two designs. After two years of PD, to check if there is a difference in student outcomes, pre and post student data is being collected. In addition, data is continually being collected on how teachers are implementing each of the PD models and the effects of these models on student learning. For a more in-depth analysis of teacher implementation, case studies of ten teachers are being conducted to give a picture of various degrees of implementation of formative assessment strategies using the TINavigator. Full results on the project will become available starting in December 2010.

This paper reports on two different models of professional development that were created to investigate the use of formative assessment in a networked classroom. Participants were divided into two groups with one group receiving formative assessment without networked technology in the first year while the second group received formative assessment along with technology. Data was gathered on
participants’ knowledge of formative assessment and their attitudes toward the use of technology.

The TI-Navigator project was a mixed methods study to investigate use of the TI-Navigator in grade 9, 10 and 11 mathematics. The study began in 2006 and continued into
2009. The key questions for the research were:
􀂃 What are the effects of TI-Navigator use on student achievement in Grade 9/10 applied/academic mathematics?
􀂃 What are the effects of its use on the attitudes of Grade 9/10 applied/academic math students towards mathematics?
􀂃 What are the effects of its use on teaching practice?
􀂃 What support do teachers need to use such technology effectively?
The study involved 15 teachers and 546 students in year one. In year two, the study involved 611 students (454 students from the implementation year (2006-2007), and 158
new students) and 16 teachers. In the third year of the study, 219 students were followed into grade 11. These students were selected because they enrolled in either a university prep
mathematics course (U) or a university/college-prep mathematics course (U/C) in the first semester.

Students showed improvement in the areas of: conceptual understanding, classroom interactions, quantity and quality of responses, time on task and time to start tasks

Neste artigo pretendemos apresentar alguns resultados de um estudo parcelar, com recurso a tecnologia de comunicação sem fios em sala de aula, no âmbito de um projeto piloto de investigação em Educação, intitulado "Cenários de aprendizagem com tecnologia de comunicação sem fios: estudo longitudinal no Ensino Secundário", a realizar-se na Universidade do Minho. A utilização da tecnologia TI-Nspire Navigator, que permite a comunicação sem fios entre o professor e os seus alunos, teve lugar em duas aulas de Matemática na introdução do tema, de 11°ano de Matemática, Programação Linear de 7 turmas de 2 escolas do norte de Portugal. A análise aqui apresentada baseia nos dados recolhidos pela ferramenta portefólio do software TINavigator, nomeadamente as respostas dos alunos a questÕes submetidas pelo professor e o tempo de envio e correção das respostas.

1. Early adoption of technical innovations by „mainstream‟ eachers depends on:
a. A relatively undemanding commitment initially in learning about its functionality,
b. where the application fits in well to teachers‟ existing practice
c. where there is an immediate gain in „value added‟ to the learning of the students.
d. Technical support is readily available to sort out any „hitches‟
e. BUT note the importance of an „outside‟ influence in order for the ZPA to remain active.

2. Planning, both „large scale‟ in schemes of work and „small scale‟ lesson planning is crucial for the sustained use of the technology. This has implications for the allocation of time for professional development.

3. A sense of ownership by the teachers of the innovation and personal ownership by students of the technology is important in order to sustain the innovation.

4. This use of the GC, as a mature technology which is relatively robust, portable and focused in its use in STEM subjects, demonstrates how technology can be effectively integrated into the „normal‟ classroom.

5. The emerging understanding that the affordance of the extra dimension of a connected classroom through wireless networking of handheld technology has the potential to transform the way mathematics is taught and learnt.

Year 2:  Jr. High program expansion showed:
-Growth in teacher knowledge of number & operations was positively associated with the TAKS performance of their students.
-Teacher self-reports of confidence improved.
-Teacher self-reports of collegial support remained high across the year.