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How does a multi-representational mathematical ICT tool mediate teachers’ mathematical and pedagogical knowledge concerning variance and invariance?Use SHIFT+ENTER to open the menu (new window).
2010
This study aims to examine how teachers’ mathematical and pedagogical knowledge develop as they learn to use a multi-representational technological tool, the TI-Nspire handheld device and computer software. It is conducted as an enquiry into the learning trajectories of a group of secondary mathematics teachers as they begin to use the device with a focus on their interpretations of mathematical variance and invariance. The research is situated within an English secondary school setting and it seeks to reveal how teachers’ ideas shape, and are shaped by, their use of the technology through a scrutiny of the lesson artefacts, semi-structured interviews and lesson observations. Analysis of the data reveals the importance of the idea of the ‘hiccup’; that is the perturbation experienced by teachers during lessons stimulated by their use of the technology, which illuminates discontinuities within teachers’ knowledge. The study concludes that the use of such a multi-representational tool can substantially change the way in which both the teachers and their students perceive the notions of variance and invariance within dynamic mathematical environments. Furthermore, the study classifies the types of perturbations that underpin this conclusion. The study also contributes to the discourse on the design of mathematical problems and their associated instrumentation schemes in which linked multiple representations offer a new environment for developing mathematical meanings. This thesis makes an original contribution to understanding what and how teachers learn about the concept of mathematical variance and invariance within a technological environment.
Hiccup, Instrumental genesis, TI-Nspire, UK, Secondary Mathematics, mathematics education, mathematical generalization, multiple representations, teacher development, professional development, variance and invariance
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Teachers’ views on dynamically linked multiple representations and relational understanding of mathematics - an investigation into the use of TI-Nspire in Scottish secondary schoolsUse SHIFT+ENTER to open the menu (new window).
2010
This qualitative study documents case studies on use of TI-Nspire by teachers who are using the new Scottish Curriculum for Excellence.  The main research question is: Do teachers find that the use of dynamically linked multiple representations enhances their students’ relational understanding of the mathematics involved in their lessons or not, and what evidence do they provide to support their findings?
TI-Nspire, Scotland
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A Case Study of Investigating Preservice Mathematics Teachers’ Initial Use of the Next-Generation TI-Nspire Graphing Calculators with Regard to TPACK Use SHIFT+ENTER to open the menu (new window).
2010
As many researchers have studied, calculators may not be appropriate for all educational situations or all mathematical subjects. However, Ellington (2003) reported that the improvement to problem solving skills was most significant when (a) special curriculum materials were designed for use with the calculator and (b) the type of calculator used was the graphing calculator. The purpose of the study was to identify strengths and limitations in how prospective mathematics teachers use the graphing calculator in teaching mathematics concepts and procedures. This study included both quantitative and qualitative data collection and analysis methods, providing an opportunity for presenting a greater diversity of views. , discussion thread and essay data were qualitatively analyzed in the context of the TI-Nspire study in search of recurring themes, informed by the Technological Pedagogical Content Knowledge (TPCK) framework (Niess, 2008).
TI-Nspire, TPACK, TPCK, Pre-service teachers
A Teacher's Journey with a New Generation Handheld: Decisions, Struggles, and Accomplishments.Use SHIFT+ENTER to open the menu (new window).
2011
In this technology-oriented age, teachers face daily decisions regarding the use of advanced digital technologies—graphing calculators, dynamic geometry software, blogs, wikis, podcasts and the like—to enhance student mathematical understanding in their classrooms. In this case study, the authors use the Technological, Pedagogical, and Content Knowledge (TPACK) model in conjunction with a five-stage developmental model, which can be used to describe growth in TPACK to describe the initial attempts of a teacher, Jane, to develop TPACK as she learns and attempts to integrate an advanced teaching technology into her classroom, namely the TI-Nspire graphing calculator. The study tracks her struggles to reconcile some traditional beliefs about how students learn with her desire to be responsive to what she perceives as affordances of advanced digital technologies. Main data collection methods were journal writing, observations, document analysis, and interviews. Using the five-stage developmental model, we saw that this experience helped Jane to move among different stages. This study showed that the TPACK model with the five-stage developmental model can be a beneficial tool for researchers to study teachers' professional growth and is also a valuable tool for teachers to reflect on their own growth.
TI-Nspire, TPACK
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A Visuo-spatial Learning Ecosystem Enhances Adaptive Expertise with Preparation for Future LearningUse SHIFT+ENTER to open the menu (new window).
2008
Education processes in our classrooms too often fail to engage children's interests, and instead come across as boring or irrelevant. Both of these challenges are harvested in an educational experiment that involves the largest dam removal project in US history. The driving question revolves around a shaping of learning experiences for children with the aid of an advanced graphing calculator in an informal environment. This study investigates how learning is triggered by an event that deeply engages learners, offering affordances that are typically missing from inert sequences of learning in everyday classrooms. We studied sixteen teenagers who undertook scientific investigations in STEM-related comprehension, in the watershed and drainage basin of the Elwha River System. This research project establishes a baseline that foreshadows a longitudinal study addressing the learning outcomes that occur (i) before, (ii) during, and (iii) after the dams come down. A mixed methods approach was used. Empirical data was collected in pre- and post-tests, that involved student exercises in STEM and social studies. Qualitative data were established in thick descriptive ethnographical record derived from extensive field notes and teacher and student documentation, and a network of educator roles as participant observers. Findings highlight three important considerations: (i) all participants showed a positive gain in knowledge, both in procedural and, more importantly, in conceptually connected knowledge; (ii) participants who had access to graphing calculators learned with understanding and appeared to be better able to draw inferences that connected inert knowledge with observed and grounded phenomena; and, (iii) low-achieving participants who had access to graphing calculators seemed to show the highest gains. Directions are proposed for future research that outlines how teachers, might effectively conceptualize, frame and develop learning environments around the advanced graphing calculator family of tools that foster collaboration and cultivate a preparation for future learning
learning sciences, informal learning, advanced graphical calculator, adaptive expertise, preparation for future learning, metacognition, TI-Nspire, Science, Geography, STEM
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Algebra Nspired Research Study Phase 2 Final Report Use SHIFT+ENTER to open the menu (new window).
2012
The Phase 2 ALN research yielded the following key findings:
• TI-Nspire Navigator is an important component of the ALN resource suite that complements other TI resources (i.e. ALN and TI-Nspire)
• The research found a marginally significant increase in learning associated with TI-Nspire Navigator, above and beyond TI-Nspire and ALN. (This result may be an underestimate of the full impact, due to implementation variation and other factors inherent to the research.)
• The ALN resource suite influenced teacher pedagogy to emphasize deeper learning for students
• Teachers believe that the ALN resource suite contributed to increased student engagement and supported deeper student learning
• In comparison with their less experienced peers, teachers with more experience with TI-Nspire and TI-Nspire Navigator:
▫ Were more likely to shift their pedagogy to include more high-level instructional activities
▫ Reported that their students were more engaged and learned more
▫ Had students who learned more math
• Teachers who used the technology more frequently also reported that their students were more engaged and learned more math
TI-Nspire, TI-Navigator, Algebra, Algebra Nspired, California
Bavarian M3 Project - Grade 11th Use SHIFT+ENTER to open the menu (new window).
2009
Bavarian grade 11 students studying calculus with symbolic calculators with CAS
- the students in the project classes have learned in a more individualized way, they changed their working style, e. g. working with functions and equations, and they became acquainted with some new examples.
- No difference between symbolic classrrom and comparison classes was measured.  This calls into question the sensitivity of the tests used.
Graphing Calculators, TI-Nspire, Voyage 200, CAS, 11th grade, tests
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Case Study #10-Pre-Service Teachers’ Attitudes Toward Graphing CaUse SHIFT+ENTER to open the menu (new window).
2007
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.
Case Study, TI-Nspire, Graphing Calculators, Pre-Service Teachers, Attitudes, Beliefs, TPACK, TPCK
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Case Study #13 - Teaching Geometric Concepts with TI-NspireUse SHIFT+ENTER to open the menu (new window).
2007
TI-Nspire allowed pupils to explore the problem for themselves quickly and efficiently so the focus was on the intended learning rather than issues with drawing graphs that could have occurred otherwise.
Case Study, UK, Grade 10, A-Level, TI-Nspire, Geometry, Key Stage 3
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Case Study #14 - Using TI-Nspire to Teach FactorsUse SHIFT+ENTER to open the menu (new window).
2008
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.
Case Study, Year 8, TI-Nspire, Factors, UK
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Case Study #15 - Development of Inquiry Based Content by Teachers and Students with TI-Nspire for Mathematics Teaching and Learning: Preliminary ReportUse SHIFT+ENTER to open the menu (new window).
2008
There is direct correlation between quality and frequency of use of TI-Nspire in the classroom and teachers’ and students’
attitudes and proficiency.
Case Study, TI-Nspire, New York, NY, Grade 9, Title I, Low Income, Multi-Racial, Algebra, FRPL, african american,hispanic, white, ELL, special needs, at risk
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Case Study #15 - Development of Inquiry Based Content by Teachers and Students with TI-Nspire for Mathematics Teaching and Learning: Preliminary Report Summary SlidesUse SHIFT+ENTER to open the menu (new window).
2008
Summary Slides for Case Study #15.  This is a preliminary report on this study.
Case Study, TI-Nspire, Algebra, Title 1, Low Income, Multi-Racial, african-american, hispanic, white, FRPL, ELL, at risk
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Case Study #16-Effect of Professional Development and Teacher’s Content AuthoringUse SHIFT+ENTER to open the menu (new window).
2009
The TI-Nspire group demonstrated significant increase in performance, which demonstrates that students crossed
performance levels (for example from lower to higher achievers).
Case Study, TI-Nspire, New York, Geometry, Grade 10, Grade 11, TI-Nspire, TI-84, white
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Case Study #19 - Algebra Students Show DeeperUse SHIFT+ENTER to open the menu (new window).
2009
By using the handheld, the students made the connections much quicker and seemed to understand the concept of how equations relate to lines and how they relate to the slope and vertical intercept.
Case Study, TI-Nspire, Algebra, Developmental, Post-Secondary, Community College, adult, white, hispanic
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Case Study #21 - Developmental Algebra Program Shows Gains with TI-Nspire TechnoogyUse SHIFT+ENTER to open the menu (new window).
2009
I think that many students were able to make a visual connection with the graphing and the action that created the graph.
Case Study, Developmental, Algebra, Community College, TI-Nspire
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Case Study #22 - Miami Middle School Teacher Attains Succes with TI-Nspire TechnologyUse SHIFT+ENTER to open the menu (new window).
2009
Students took the state exam, the FCAT (Florida Comprehensive Assessment Test), March 2009…FCAT year-to-year score comparisons are made using a special DSS scale. In Mr. Armbrister’s two classes, the average DSS score improved by an impressive 256 point…,”
Case Study, TI-Nspire, Middle School, Florida, FL, FCAT, african-american, hispanic, ELL
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Case Study #23 - Monitoring students’ responses to an individual test with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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.
Case Study, Netherlands, Math D, TI-Nspire, TI-Navigator, TI-Nspire Navigator, binominal test, tests, Secondary School
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Case Study #24 - Exploring and modeling exponential functions with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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?
Case Study, Sweden, IB school,  TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, exponential functions, probe, File Transfer, Screen Capture, Live Presenter 
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Case Study #25 - Revising basic angle properties with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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.
Case Study, Scotland, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, angles, Screen Capture, File Transfers, Class Analysis
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Case Study #26- Exploring circle theorems with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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.
Case Study, Sweden, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, IB school, Screen Capture, Class Analysis, circles
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Case Study #27-Exploring line symmetry with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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.
Case Study, UK,TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, line, simmetry, Screnn Capture, Live presenter
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Case Study #28-Connecting lines and points with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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
Case Study, Sweden, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, lines, points
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Case Study #30-Exploring Pythagoras’ theorem with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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.
Case study, UK, TI-Nspire-Ti-Navigator,TI-Nspire Navigator, Secondary School, File transfer, Screen Capture, Live Presenter, File collection
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Case Study #32- Exploring quadratic functions with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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.
Case Study, Netherlands, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, quadratic functionsFile Transfer, Screen Capture, Live presenter
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Case Study #33 - Exploring recurrence relationships with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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.
Case Study, Scotland, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, recurrence relations, File Transfer, Screen Capture, Quick Poll
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Case Study #34 - Exploring transformations of functions with TI-NspireTM NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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.
Case Study,Uk, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, transformations, functions, Screen Capture
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Case Study #35-Exploring triangle constructions with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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.
Case Study, Scotland, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, triangles, Screen Capture
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Case Study #36: Teacher Sees Results in First Year Moving to TI-Nspire™ with New NY State CurriculumUse SHIFT+ENTER to open the menu (new window).
2010
TI-Nspire technology made possible a whole new way of teaching with major improvements in performance on the new NY State Regents exam.

The class was mostly paperless, and had no textbook.  Everything was distributed electronically via the TI-Nspire Handhelds and class web site.
TI-Nspire, Algebra 2, Trigonometry, Low income, at risk, special needs, white
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Case Study #37: At-Risk Students Succeed with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2011
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.
TI-Navigator, Geometry, Mathlab, TI-Nspire, TI-84, TI SmartView, Alternative School, At Risk, Special Needs, Special Education, IEP, Case Study
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Case Study #38: Geometry Teacher Reports Gains with TI-Nspire™ Handhelds at Katy, TX ISDUse SHIFT+ENTER to open the menu (new window).
2010
This Geometry educator saw gains on quizzes and a chapter test in comparison to results from teaching the same unit the previous year without TI-Nspire technology
TI-Nspire, Geometry, Texas, Hispanic, African American, White
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Case Study #39: 100% of At-Risk Students Master Algebra 2 with TI-Nspire™ Learning TechnologyUse SHIFT+ENTER to open the menu (new window).
2011
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.
TI-Nspire, At Risk, High School, Algebra 2, Special Needs, case study
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Case Study #6 - TI-Nspire™ CAS learning handheld helps pre-service math teachers in Algebra and CalculusUse SHIFT+ENTER to open the menu (new window).
2007
Dr. Lapp gives an example of how he posed a problem to his students and they used multiple representations to solve the problem, building their own deeper understanding of the behavior of functions.
Case study, TI-Nspire CAS, Pre-Service, Algebra, Calculus, Post-Secondary
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Case Study #7 - TI-Nspire™ CAS Learning Handheld Helps Algebra II Students Visualize Problems and Make ConnectionsUse SHIFT+ENTER to open the menu (new window).
2007
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.
Case study, TI-Nspire CAS, Algebra, Texas, Secondary, white
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Case Study #9 - TI-Nspire™ CAS Helps Honors Geometry Students Build Deeper UnderstandingUse SHIFT+ENTER to open the menu (new window).
2007
Ms. Gagnon finds TI-Nspire CAS manipulation and calculation capabilities to be easier to use than other geometry software. Both she and her students were familiar with the representation modes of most use in Geometry within a week of use.
Case study, TI-Nspire CAS, Geometry, Secondary, laptop
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Case Study 41 - TI-Nspire for 9-12 Differentiation Armonk NYUse SHIFT+ENTER to open the menu (new window).
2011
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.
TI-Nspire, Geometry, High School, New York, White, differentiated instruction, case study
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Case Study# 18: Algebra I Teacher Helps Underachievers with TI-NspireUse SHIFT+ENTER to open the menu (new window).
2008
Using TI-Nspire, at midyear Ms. Hoyt had 2 to 4 times as many students in the “Basic” or “Proficient” level, compared to other teachers’ classes not using TI-Nspire
Case Study, TI-Nspire, Algebra, College prep, California, hispanic, white, ELL
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Case Study# 5 - TI-Nspire™ CAS Learning Technology Helps New TeachersUse SHIFT+ENTER to open the menu (new window).
2007
“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.
Case study, TI-Nspire CAS, Math A, New York, Title I, Pre-Service, african-american, hispanic
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Case Study# 8 - TI-Nspire™ CAS Learning Handheld Helps Algebra IUse SHIFT+ENTER to open the menu (new window).
2007
“...“the ability to see multiple representations at one time really enhanced my students’ understanding… students were able to actually draw several lines of best fit on the screen and call up the equation to see how they were slightly dfferent.”
Case study, TI-Nspire CAS, Algebra, California, white, hispanic, FRPL
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Case Study#29-Supporting statistical experiments with TI-Nspire NavigatorUse SHIFT+ENTER to open the menu (new window).
2009
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.
Case Study, Netherlands, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, File Transfer, Screen Capture, Live Presenter, statistical variables
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Case Study#31-Exploring quadratic curves with TI-NspireTM NavigatorTMUse SHIFT+ENTER to open the menu (new window).
2009
Blue Coat School is a state secondary school for students aged 11-18 years in Walsall, UK.  This class have used the TI-NspireTM handhelds previously and this was the first time I had also used TI-NspireTM NavigatorTM with them. In this lesson I used Screen Capture.
The TI-NspireTM NavigatorTM Screen Capture view enabled students to communicate their findings and consider alternative solutions - some students’ curve families were larger/different to other students’ curve families. TI-NspireTM NavigatorTM gave me continual updates on the progress the class was making so that I could target interventions better. Also students could ‘see’ that other students were progressing in ways that were different to them.  Some students had clearly got screens that matched my hand-drawn diagram of a family of curves better than other students.  This made them aware that the possibility existed of solving the task (as others in the room had clearly done so)
Case Study, UK, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, Screen Capture, quadratic curves
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CAYEN Final ReportUse SHIFT+ENTER to open the menu (new window).
2011
Results on Learning of Algebra from the CAYEN project
1. In lessons using the black-box-approach (in which the equation is unknown), CAS pupils who were taught with an emphasis on math principles mastered new challenges in algebra well and were able to work independently. 
2. Use of CAS makes it possible to get an overview of a topic at the beginning, simply by trying out new commands. Thus, with CAS it is easily possible to learn many aspects of a mathematical topic in parallel.
3. In our analysis of pupils’ written comparisons of graphic, numeric and symbolic representations, in the CAS-group we noticed many positive comments about advantages of algebra. An effect was that they were more motivated to use algebra and inserted it more often in open tasks.
4. CAS pupils master the transition from arithmetic to algebra more easily.
CAS students accept the output of the calculator as a common means of expression and realize the relevance of algebra. Furthermore, early in the curriculum they perceive the versatility of algebraic work in contrast to arithmetic approaches. By using CAS the pupils learned many commands and algebraic transformations; it did not matter that they could not do them all in a technology-free way. By contrast, GC-pupils sometimes had difficulties in accepting that the same underlying rules are valid in algebra and arithmetic. They argued that their calculators should be able to handle expressions with variables, if the same rules would be valid.
5. CAS-pupils’ argumentation concerning algebra included more mathematical arguments and was more objective than the argumentation of the GC-pupils.
6. We observed that the thoughts of pupils using CAS were on a high algebraic level and included reference to many concepts.
TI-Nspire, CAS, Germany, Algebra
Attachment
Collaborative Mathematics Laboratory experimentUse SHIFT+ENTER to open the menu (new window).
2008
A qualitative case study in France of six 10th second grade classes using TI-Nspire handhelds with Computer Algebra System (CAS) found that:
-Teachers in the project developed an effective model for pedagogical resource in the TI-Nspire environment, including a .TNS file in combination with a unit-based pupil worksheet, a teacher sheet and a scenario for use, explaining the possible use of ICT.
-The document structure served as a local temporary record of the activities being performed in class, thus supporting teaching, assessment and research
-Collaboration was essential to develop learning progressions and learning activities, by adapting the shared resources.
-Collaboration is supported by an online shared workspace for teachers.
 
Using one such learning activity in geometry:
-Pupils were observed to become engaged in the assignment and remained engaged for the full two hours of the session
-Cognitive complexity of the same learning activity had been underestimated by its designers
-Pupils did not spontaneously examine different approaches to the problem, but required the teacher to highlight relationships
 
Student opinion surveys showed:
-Over 96% of students had a computer at home, and 75% used it daily, and amongst the small part of pupils knowing dynamical geometry, most had experience with cabri.  But they still cited as advantageous the extreme portability and dynamic applications of TI-Nspire.
-Regular in-class use of TI-Nspire facilitated ease in mastering the tool, and difficulties of use were rapidly overcome.
-As the year progressed, the calculator was seen more as a tool available in the class
-As the year progressed, student emphasis was far more on the possibilities for symbolic calculation and new potentials for problem solving, rather than the features of the device.
TI-Nspire CAS, France, Secondary Math, collaboration, geometry
Attachment
Connecting mathematics in the connected classroom:TI-Nspire™ Navigator™Use SHIFT+ENTER to open the menu (new window).
2009
This international study examined first-year use of TI-Navigator with TI-Nspire. 
TI-Nspire, TI-Navigator, Europe, UK, Netherlands, Scotland, Sweden
Attachment
Connecting mathematics in the connected classroom:TI-Nspire™ Navigator™. Use SHIFT+ENTER to open the menu (new window).
2009
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
TI-Nspire, TI-Navigator, TI-Nspire Navigator Europe, Secondary School, Qualitative, Case study
Attachment
Considerably Better Results? Using technology in the classroomUse SHIFT+ENTER to open the menu (new window).
2011
Incorporating technology (including TI-Nspire CAS) into secondary math classess resulted in:
-- Increased frequency and speed of feedback
-- Perceived better quality, structure, and ease of understanding
-- Increased frequency of homework completion
-- Increased motivation
-- More focus on results
TI-Nspire CAS, Norway, Secondary Math, Interactive Whiteboard, Geometry, Statistics, Functions, VLE, LMS
Attachment
Does the Use of the TI-Nspire Navigator in a High School Mathematics Classroom Increase Student Achievement?Use SHIFT+ENTER to open the menu (new window).
2012
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.
TI-Navigator, TI-Nspire, New York, Algebra, Common Core Standards, CCSS, Special Education, Case Study
Emergent pedagogies and the changing role of the teacher in the TI-Nspire Navigator-networked mathematics classroomUse SHIFT+ENTER to open the menu (new window).
2010
It is generally accepted that the introduction of networked technologies to the mathematics classroom can stimulate an irreversible change within the classroom concerning: the role of the teacher; the nature of the classroom tasks; and the way in which students engage in the process of learning mathematics. This article will use the context of a classroom-based study into teachers’ developing practices with the TI-Nspire Navigator-networked system of handhelds to explore the nature of these practices and the implications for the mathematics classroom. The emergence of a range of formative assessment practices is described and the implication of these practices on desirable learning opportunities (as described by the teachers themselves) is discussed.
TI-Navigator, TI-Nspire, formative assessment, assessment for learning
Enhancing Student Performance by Incorporating the TI-Nspire into Advanced AlgebraUse SHIFT+ENTER to open the menu (new window).
2012
The purpose of this action research study was to determine whether a more frequent integration of the TI-NspireTM into the pedagogy for my Advanced Algebra class would enhance the students’ achievement and increase their comfort with, usage of, and knowledge of graphing calculators in general and the TI-NspireTM in particular. I also wanted to determine students’ perceptions about the use of TI-NspireTM graphing calculators and technology in the teaching of Advanced Algebra. Pre- and post-surveys of the students were used to measure the students’ comfort with, usage of, and knowledge of graphing calculators in general and specifically the TI-NspireTM graphing calculator. Achievement was measured by students’ ability to reach scores of 89% on quizzes and tests. Students’ perceptions about the use of TI-NspireTM graphing calculators and technology in the teaching of Advanced Algebra were measured using a questionnaire at the end of the study. End of project interviews with participants and teacher journaling were also part of the study. Integration of TI-NspireTM graphing calculators into my pedagogy did have a positive effect on enhancing my students’ achievement on exams while also increasing their comfort with, usage of, and knowledge of graphing calculators in general and specifically the TI-NspireTM graphing calculator. I was also able to determine that my students had positive perceptions regarding the TI-NspireTM and the use of technology in the teaching of Advanced Algebra.
TI-Nspire, Algebra, Case Study, Action Research
Attachment
Evaluating TI-Nspire in secondary mathematics classroomsUse SHIFT+ENTER to open the menu (new window).
2008
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.
TI-Nspire, UK, England, Secondary Maths, case study
Attachment
Examining Students’ Perceptions of Graphing Calculator Use During Instruction andUse SHIFT+ENTER to open the menu (new window).
2008
Students in the TI-Nspire group tended to use more graphical representations. This study provides preliminary evidence that technology-enhanced instruction can influence students’ use of multiple representations while solving mathematical word problems.
TI-Nspire, graphical representations, multiple representations
Examining Students’ Perceptions of Two Graphing Technologies and Their Impact on Problem SolvingUse SHIFT+ENTER to open the menu (new window).
2010
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.
TI-83, TI-84, TI-Nspire CAS
Examining the didactic contract when handheld technology is permitted in the mathematics classroomUse SHIFT+ENTER to open the menu (new window).
2010
The use of mathematics analysis software (MAS) including handheld scientific and graphics calculators offers a range of pedagogical opportunities. Its use can support change in the didactic contract. MAS may become an alternative source of authority in the classroom empowering students to explore variation and regularity, manipulate simulations and link representations. Strategic use may support students to direct their own learning and explore mathematics, equipping them to share their findings with the teacher and the class with more confidence. This paper offers a framework for examining the impact of the use of MAS on the didactic contract. Lessons were observed in 12 grade 10 classes, with 12 different teachers new to MAS. MAS technology was used with a variety of didactic contracts, mostly traditional. The framework drew attention to many ways in which the teaching differed. Analysis of the didactic contract must consider both the teaching of mathematics and of technology skills, because these have different characteristics. In all classes, both teachers and students saw the teacher as having a responsibility to teach technology skills. Students saw technology skills as the main point of the lesson, but the teachers saw the lesson as primarily teaching mathematics—one of the mismatches which may need negotiation to adapt didactic contracts to teaching with MAS.
TI-Nspire
Examining Verbal Interactions within Connected Mathematics Classrooms.Use SHIFT+ENTER to open the menu (new window).
2010
This study examines a classroom connectivity technology (CCT) intervention on classroom interactions and draws connections between classroom-level factors and achievement. Using discourse event-history analysis (Nystrand, Wu, Gamoran, Zeisler, & Long, 2003), classroom interactions of 33 Algebra I classrooms were examined to provide an update on the classroom interactions within this national sample of mathematics classrooms, to investigate differences in interactions between classrooms using CCT and those using graphing calculators only, and to explore the relationship between classroom interactional patterns and student achievement. These Algebra I classrooms are characterized by low-cognitive load questions presented in three-utterance, initiate-respond-evaluate (IRE) turns that elicit brief student responses. This pattern was more prevalent in control classrooms, which provides evidence that the intervention disrupted this typical interactional pattern. Higher-order cognitive load questions, which elicit more developed responses, were associated with higher achievement.
TI-Nspire, CCMS
Attachment
Expertise zum Einsatz von Computeralgebra-Systemen (CAS) im Mathematikunterricht in ThüringenUse SHIFT+ENTER to open the menu (new window).
2011
This document (attached) has the purpose to underline the value of CAS from teaching, learning and assessment point of view and all theses are supported from a long list of research references.

TI-Nspire CAS, Germany
Exploiting next generation handheld technology: TI-Nspire as “Microworld Maker”Use SHIFT+ENTER to open the menu (new window).
2008
After two decades of incremental advances in the capabilities of graphing calculators, handheld
technologies have recently made a leap into a new genre of educational tool – the “microworld maker.”
One such example is the TI-Nspire handheld device that allows for the creation of dynamic documents
endowed with “hot links.” The goal of a hot link is to achieve the optimum in visual proximity,
immediacy, and transparency by providing two or more external representations linked together in such a
way that the actions performed in one representation have virtually simultaneous discernible consequences
in the others. Such hot links can provide uniquely powerful settings for exploration of connections, pattern
searching, and inductive reasoning. That is, students are presented with environments where they can
directly manipulate or take actions on mathematical objects and immediately see the mathematically
meaningful visual consequences of those actions. We offer a variety of examples of such environments
drawn from a range of mathematical areas and raise two issues of import for both teachers and developers:
mathematical fidelity (faithfulness to the mathematical representations) and cognitive fidelity (faithfulness
to the cognitive perceptions of the user).
TI-Nspire, Math Nspired, Microworlds
Attachment
EXPLORATIVE STUDY CONCERNING THE LONG-TERM-USE OF CAS-HANDHELDS IN MATH CLASSROOM (Summary in English)Use SHIFT+ENTER to open the menu (new window).
2011
The M³ pilot project, initiated by the Bavarian State Ministry for Education and Culture, forms the context for this research study. The long-term project constitutes an authentic development environment. Therefore the observations from the study can easily be generalized to what is actually happening in the classroom.
The following research question resulted from the concerns of the ministry and from prior research on the use of handheld devices. "What are the effects of long-term handheld use in a realistic research field and what factors influence these effects?" This research question is divided into several sub-questions and each has been investigated using quantitative and qualitative methods.
TI-Nspire CAS, Germany
Attachment
Getting the Most from Nspired Learning: What Research Says - T^3 International 2011Use SHIFT+ENTER to open the menu (new window).
2011
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)

T-Cubed, T^3, International, CAS, TI-Navigator, TI-Nspire, Multiple Representations
Attachment
Graphikfähige Taschenrechner im Chemieunterricht: Erfassung, Darstellung und Interpretation von MesswertenUse SHIFT+ENTER to open the menu (new window).
2011
During seven chemistry lessons students from grade 9 and 10 conducted three chemical experiments. They used the calculator TI-Nspire and different sensors for recording data and providing the corresponding graphs. Central aims of the study were to find out what students think about the use of the hardware and software, what advantages and disadvantages they see and how useful the obtained graphs are for them to interpret the experiments and find out general rules. The study included 350 pupils from 7 different schools in 4 different federal states of Germany.
TI-Nspire, Case Studies, Case Study, Science, Chemistry, Germany, Sensors, High School
Handheld calculators between instrument and documentUse SHIFT+ENTER to open the menu (new window).
2010
The new generations of handheld calculators can be considered either as mathematical tools with opportunities for calculation and representation or as a part of the teachers’ and students’ sets of resources. Framed by the Theory of Didactical Situations and the documentational approach, we take advantage of a particular experiment on introducing complex calculators in scientific classes to investigate the position and the role of this handheld technology both for students and teachers. The results show how different functionalities can be shared among teachers and students, but also how other functionalities remain private and may even conflict with the teacher’s intentions.
TI-Nspire
Handheld technology for mathematics education: flashback into the futureUse SHIFT+ENTER to open the menu (new window).
2010
In the 1990s, handheld technology allowed overcoming infrastructural limitations that had hindered until then the integration of ICT in mathematics education. In this paper, we reflect on this integration of handheld technology from a personal perspective, as well as on the lessons to be learnt from it. The main lesson in our opinion concerns the growing awareness that students’ mathematical thinking is deeply affected by their work with technology in a complex and subtle way. Theories on instrumentation and orchestration make explicit this subtlety and help to design and realise technology-rich mathematics education. As a conclusion, extrapolation of these lessons to a future with mobile multi-functional handheld technology leads to the issues of connectivity and in- and out-of-school collaborative work as major issues for future research.
TI-Nspire
High School Mathematics Teacher Professional Development in Data Analysis, Probability, and StatisticsUse SHIFT+ENTER to open the menu (new window).
2010
Quantifying Uncertainty and Analyzing Numerical Trends (QUANT) 1 is a yearlong professional
development program for high school mathematics teachers that is designed to develop their statistical
proficiency for teaching. The approach used to develop such proficiency is technological pedagogical
content knowledge in the areas of measurement, data collection, data analysis, probability, and
statistics, combined with a classroom implementation focus on selecting, setting up, and enacting cognitively demanding tasks. This paper describes the QUANT program, its aims, the role of technology in the program, and the results from a series of exploratory investigations to measure and evaluate the program’s effectiveness. These studies have involved a total of 23 practicing teachers, and they have been used to refine and shape this ongoing professional development effort.
TI-Nspire CAS, Probability, Professional Development, High School
Attachment
Impact of Professional Development on High School Teachers’ Knowledge and Practice Modeling Discrete MathematicsUse SHIFT+ENTER to open the menu (new window).
2011
Draft:  Do not reference or quote without the expressed, written permission of the Authors.

Thirty-five teachers teaching advanced topics in high school mathematics were engaged in a year-long intensive professional development project intended to increase their Mathematical Knowledge for Teaching in the area of discrete mathematics.  Project activities embodied a models and modeling perspective on pedagogy and learning.  Results showed that participating teachers’ content knowledge improved significantly in discrete mathematics, their classroom practice improved significantly.  Additionally, participating teachers’ students outperformed their counterparts in a matched-control group in achievement. Results provide evidence of the effectiveness of mathematical modeling for developing teachers’ mathematical knowledge for teaching, and on improving secondary mathematics teachers’ practice.

TI-84+, TI-Nspire, NetLogo, MKT, Mathematical content knowledge
Influences of CAS and GC in early algebra.Use SHIFT+ENTER to open the menu (new window).
2010
In the last years, several studies have investigated the role of technology in teaching and learning mathematics. However, the specific role of computer algebra systems (CAS) in early algebra in contrast to graphic calculators (GC) is still unclear. The CAYEN project is researching this field by comparing 13-year-old pupils—one GC class and two CAS classes have been observed while acquiring elementary algebraic competences with nearly the same teaching sequence. The field of algebraic competences is split into syntactic abilities and symbol sense. The results of this explorative case study show that the development of symbol sense is influenced by the adoption of CAS in the learning process. Especially when transitioning from arithmetic to algebra, the pupils’ views of algebra as well as their conceptions of algebraic objects seem to be affected by the availability of CAS.
TI-Nspire
Integrating multi-representational software into mathematics teaching -- trajectories of teachers' practicesUse SHIFT+ENTER to open the menu (new window).
2012
New digital technological tools offer increasingly complex functionalities with the facility to combine and manipulate multiple mathematical representations within a single software package. However, little is known about how teachers begin to integrate such technologies into their classroom practices. It can be argued that, without a deeper understanding of the teachers’ learning processes, it will be difficult to envisage how teachers can be supported in their professional development in order to meet the future needs of their more digitally aware students. Within the context of a research project that focused on the introduction of the Texas Instruments’ TI-Nspire handheld and software package to English classrooms (Texas Instruments, 2007), this chapter will outline the instrument utilisation schemes developed by the teachers as evidenced by the classroom activities they designed for their students. It continues to show how the analysis of an individual teacher’s utilisation schemes provides an insight into their learning trajectory within the context of the study. The chapter concludes by outlining some possible areas for future research.
TI-Nspire, Algebra, Geometry, Use Cases
Integrating TI-Nspire technology into algebra classrooms: Selected factors that relate to quality of instructionUse SHIFT+ENTER to open the menu (new window).
2010
 TI-Nspire technology, a new generation of graphing calculators, was integrated into high school integrated algebra curriculum. Four teacher-participants were supported through a yearlong professional development emphasizing the use of technology through an inquiry based approach. The data included the teachers’ perceptions about TI-Nspire technology, teachers’ proficiency with TI-Nspire technology, quality of instruction determined through classroom observations, and the frequency of technology use in the classroom based on questionnaire completed by the students. Data analysis indicates that there is a significant positive correlation between quality of instructional practice, quality of use of technology, and teachers’ level of TPACK. In general, teachers with better perceptions used technology in the classroom more frequently, were more proficient with the technology, had higher quality of instructions, and higher level of TPACK. Implications on years of experience and pre-service training are discussed
TI-Nspire, Algebra, New York, TPACK
Attachment
Intégration des calculatrices dans l'enseignement des mathématiques : nouvelle étape technologique, nouvelles formes d'intégration, nouveau type d'expérimentationUse SHIFT+ENTER to open the menu (new window).
2009
Facilité de prise en main et d'utilisation: Les élèves prennent en main et utilisent la calculatrice et le logiciel et s'en servent dans leur travail en classe et hors la classe

Utilisation de la calculatrice par les élèves suivant des modes diferents:
-- calculatrice comme cahier de brouillon
-- calculatrice comme répertoire de notes
-- calculatrice comme lieu de stockage et de mémoire
-- calculatrice comme lieu d'expérience et de simulation
Dans les déclarations des élèves, les liens entre les apprentissages des mathématiques et l'usage de la calculatrice
apparaissent fortement.

Evolution des usages de la calculatrice pour la compréhension
des notions mathématiques du programme

Le développement instrumental ne se fait pas de façon linéaire, mais des phases de repli surviennent lorsque
les rétroactions ne sont pas comprises par les élèves et les enseignants
TI-Nspire, France, 10th Grade Math
Attachment
Investigating Pre-service Mathematics Teachers’ Initial Use of the Next-Generation TI-Nspire Graphing CalculatorsUse SHIFT+ENTER to open the menu (new window).
2008
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. 
Pre-service, TI-Nspire, middle school, high school, case study
Attachment
iPod touch vs. TI-Nspire – Unterrichtspraktische Erfahrungen mit aktuellen und zukünftigen MathematikwerkzeugenUse SHIFT+ENTER to open the menu (new window).
2012

Abstract:
Im Rahmen eines Unterrichtsprojekts in der zehnten Jahrgangsstufe konnten Schüler zunächst für drei Monate mit einem iPod Touch (mit Mathematik-Apps) und später über mehrere Monate mit dem TI Nspire CAS arbeiten. Im Anschluss erfolgten Beurteilung und Vergleich beider Geräte durch die Schüler hinsichtlich ihrer Eignung für den Mathematikunterricht.

Abstract: In the context of a classroom project in the tenth grade, students worked initially for three months with an iPod touch (with math apps) and later for several months with the TI-Nspire CAS. Afterwards the students carried out an assessment comparing both devices regarding their suitability for teaching and learning mathematics.

published in a conference report: in: Beiträge zum Mathematikunterricht, Vorträge auf der 46. Tagung für Didaktik der Mathematik, Matthias Ludwig und Michael Kleine (Hrsg.),
URL:      http://www.mathematik.uni-dortmund.de/ieem/bzmu2012/
TI-Nspire CAS, CAS, iPod Touch, secondary mathematics, Germany
Attachment
La classe numérique mobile pour l’enseignement des mathématiques et des sciences: Bilan de l’expérimentation nationale 2010-2011Use SHIFT+ENTER to open the menu (new window).
2012
This case study reports on trials of TI-Nspire mobile handhelds in mathematics and science classes of 12 Lycees in 10 cities in France, involving 17 classes and 480 students. The goal was to evaluate impact on teaching, and on classroom culture.  This pilot project is part of an ongoing series of similar projects throughout Europe since 2008.

Cette solution s’inscrit pleinement dans les programmes
de mathématiques en France qui demandent à intégrer
au maximum les TICE et ce, sans dédoublement de classe.
TI-Nspire, France, Lycee, Case Study
Attachment
Matematikelevers första kontakt med CAS-räknare i gymnasiet: Ett studium av elever på Naturvetenskapliga programmets årskurs 3 när de för första gången använder CAS-räknareUse SHIFT+ENTER to open the menu (new window).
2011
Since fall 2007 Symbolic calculators (CAS-calculators) have been allowed in
national tests in Upper Secondary mathematics in Sweden. But their usage
in Swedish mathematics education is limited. One research question is: Are
modern CAS-calculators difficult to learn, for final year Science students in
Upper Secondary school? A second question is: What does the students think
about using CAS-calculators? I have observed mathematics students, a 3rd
year Science class, with theories according to Nielsen (1993). The five subquestions
that are measureable are: 1) Is the CAS-calculator easy to work
with?, 2) Is the CAS-calculator efficient to use?, 3) Is it easy to remember
the commands?, 4) Does the students make few errors?, and 5) what does the
student think about the CAS-calculator, is the experience pleasing?. When
collecting the material I used both observations of the 11 students, and questionnaires.
The two CAS-calculators that were used were the Casio Classpad
330 and the Texas Instruments TI’Nspire CAS.
The main results are that the CAS-calculator itself is easy to learn and
that the students are satisfyed with their experience with the calculator when
solving exercises in mathematics.
Casio ClassPad 330, TI-Nspire CAS, Algebra, Multiple representations, Sweden, Gymnasium, upper secondary
Attachment
Mathematical Practices and the Role of Interactive Dynamic TechnologyUse SHIFT+ENTER to open the menu (new window).
2011
The Common Core State Standards in Mathematics adopted by most of the states in the United States offer a set of mathematical practice standards as part of the expectations for all students. The practice standards suggest mathematical "habits of mind" teachers should cultivate in their students about ways of thinking and doing mathematics. With the teacher as a facilitator and using the right questions, dynamic interactive technology can be an effective tool in providing opportunities for students to engage in tasks that make these practices central in reasoning and doing the mathematics. 
Dynamic Geometry, Geometry, TI-Nspire, TI-84
Multimodality in multi-representational environmentsUse SHIFT+ENTER to open the menu (new window).
2010
The main issue of the paper concerns the way new technologies (TI-Nspire and TI-Navigator) influence the different students’ multimodal production, in terms of words, gestures, inscriptions, and actions on the artefacts. Specifically, it investigates how they can modify students’ processes of mathematics learning, what descriptors are the most suitable for grasping such changes, and what are the new opportunities for the teacher in designing and managing mathematical activities within such environments. Three different lenses (instrumentation, humans-with-media, multimodality) are used to analyse some classroom activities, where students employ such new technologies. It is also shown how the multi-representations present in the two technological environments can support the students’ multimodal production, interaction, and communication, when they are engaged in constructing mathematical meanings. In particular, the article underlines new features of the new technologies , such as handheld environments, compared with the older ones.
TI-Nspire
Attachment
New technological environment, new resources, new way of working: the e-CoLab project (Collaborative Mathematics Laboratory experiment)Use SHIFT+ENTER to open the menu (new window).
2008
A qualitative case study in France of six 10th second grade classes using TI-NspireTM handhelds with Computer Algebra System (CAS) found that:
-Teachers in the project developed an effective model for pedagogical resource in the TI-Nspire environment, including a .TNS file in combination with a unit-based pupil worksheet, a teacher sheet and a scenario for use, explaining the possible use of ICT.
-The document structure served as a local temporary record of the activities being performed in class, thus supporting teaching, assessment and research
-Collaboration was essential to develop learning progressions and learning activities, by adapting the shared resources.
-Collaboration is supported by an online shared workspace for teachers.
 
Using one such learning activity in geometry:
-Pupils were observed to become engaged in the assignment and remained engaged for the full two hours of the session
-Cognitive complexity of the same learning activity had been underestimated by its designers
-Pupils did not spontaneously examine different approaches to the problem, but required the teacher to highlight relationships
 
Student opinion surveys showed:
-Over 96% of students had a computer at home, and 75% used it daily, and amongst the small part of pupils knowing dynamical geometry, most had experience with cabri.  But they still cited as advantageous the extreme portability and dynamic applications of TI-Nspire.
-Regular in-class use of TI-Nspire facilitated ease in mastering the tool, and difficulties of use were rapidly overcome.
-As the year progressed, the calculator was seen more as a tool available in the class
-As the year progressed, student emphasis was far more on the possibilities for symbolic calculation and new potentials for problem solving, rather than the features of the device.
TI-Nspire, France, Secondary Mathematics
Attachment
Nspired Learning in Science: What Research SaysUse SHIFT+ENTER to open the menu (new window).
2011
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.
Science, TI-Nspire, TI-Navigator, Physics, Chemistry, Biology
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Pre-service teachers experiences with advanced digital technologies: The interplay between technology in a pre-service classroom and in field placements Use SHIFT+ENTER to open the menu (new window).
2008
The principal conclusion of the study is the crucial, perhaps, decisive effect that modeling of exemplary practice in the field placement has on candidate attitudes regarding the use of advanced digital technologies in their teaching.
TI-Nspire,pre-service teacher training
Prospective Middle Grades Teachers of Mathematics Using Hand-Held CAS Technology to Create Rich Mathematical TaskUse SHIFT+ENTER to open the menu (new window).
2010
The purpose of the study was to examine the effectiveness of using a hand-held Computer Algebra System (CAS) to create rich mathematical explorations for middle grades students. Participants were 20 undergraduate students. They used a CAS in a mathematics education content course designed to make connections to the middle grades for such topics as number theory, trigonometry, and calculus. The results of the study demonstrated that the prospective teachers were able to design a rich mathematical activity using CAS. The prospective teachers' teaching philosophy for using CAS with middle grades students was changed.
TI-Nspire CAS, Middle Grades, Pre-Service Teacher Education
Prospective Middle Grades Teachers of Mathematics Using Hand-Held CAS Technology to Create Rich Mathematical TaskUse SHIFT+ENTER to open the menu (new window).
2010
The purpose of the study was to examine the effectiveness of using a hand-held Computer Algebra System (CAS) to create rich mathematical explorations for middle grades students. Participants were 20 undergraduate students. They used a CAS in a mathematics education content course designed to make connections to the middle grades for such topics as number theory, trigonometry, and calculus. The results of the study demonstrated that the prospective teachers were able to design a rich mathematical activity using CAS. The prospective teachers' teaching philosophy for using CAS with middle grades students was changed.
TI-Nspire CAS, Pre-service teachers, middle grades math
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Putting 21st Century Technology in Students' HandsUse SHIFT+ENTER to open the menu (new window).
2012
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.
MathForward, TI-Nspire, TI-Navigator, STEM, DoDEA, Clover Park, Case Study, Science
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Real World Applications on Student Understanding in an AP Calculus Class: An Action Research ProjectUse SHIFT+ENTER to open the menu (new window).
2011
To assess the effectiveness of the use of GDCs though real world examples I designed a pre- and post- test to be given before and after a mini-unit involving three real world labs. The pre-test was administered after the normal discourse of the curricular unit on the applications of the derivative. However, shortly after administering the assessment, I had doubts regarding the validity of the scores. Because of the nature of the study and not wanting to penalize students unnecessarily, I did not factor the grade of this assessment into their nine weeks grade. Because of this, students did not prepare themselves as well as they would have had this test counted. Regardless, increases in scores from the pre-test to the post-test should not be summarily dismissed as the increases in scores were not totally due to a lack of preparation and an increased time in studying the content. In fact, an examination of the test scores found in Table 1 shows the class average increasing 34.5 percentage points. Further, not one student decreased scores from the pre-test to the post-test.
50% of the students surveyed responded that they understood little of the content assessed before the mini unit on GDCs. However, after the mini unit, 100% of those surveyed said they understood at least a good amount of the material with 38% stating they felt very comfortable with the content assessed.
TI-89, TI-Nspire CAS, AP, Advanced Placement, Calculus, Florida, Case Study
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Report on the TI-Nspire Experimentation in Two Italian Classrooms 2007-2008Use SHIFT+ENTER to open the menu (new window).
2009
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.
TI-Nspire CAS, grade 9-10, grade 11-12, learning processes, modeling, praxeologies,dynamic representations,
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Research Note #10: Why should mathematics educators consider using technology with Computer Algebra System (CAS) features?Use SHIFT+ENTER to open the menu (new window).
2007
Some mathematics tools can input symbolic expressions, but output only numbers or graphs. CAS technology, however, can also output symbolic mathematical expressions. Researchers recommend that teachers use CAS features to focus on concepts, personalize the curricular sequence to fit student needs, and emphasize meaningful mathematical tasks. Although we await evidence based on the strongest research designs, studies throughout the world consistently report benefits when teachers integrate CAS with a focus on learning math concepts.
Research note, Graphing Calculator, CAS, TI-Nspire CAS, TI-89
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Research Note #13:How does classroom use of TI-Nspire™ and the TI-Nspire™ Navigator™ System enhance student engagement, collaboration and learning?Use SHIFT+ENTER to open the menu (new window).
2008
Research on teachers’ use of TI-Nspire technology in mathematics and science classrooms shows that the unique capabilities of this new generation of handheld device help teachers engage learners in exploration, focus on conceptual understanding, and deepen learners’ work with mathematical and scientific models. In addition, research suggests that forthcoming integration of the TI-Nspire Navigator System will further enhance classroom collaboration and formative assessment.
Research note, TI-Nspire, TI-Nspire Navigator, TI-Navigator, Interactive Math Classroom, IMC
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Research Note #9: The Pedagogical Potential of TI-NspireUse SHIFT+ENTER to open the menu (new window).
2008
TI-Nspire™ technology extends current graphing calculator technology in ways that fit with research recommendations.
Two important enhanced capabilities are (1) dynamically-linked multiple representations and (2) save and review of student work.
TI-Nspire, graphing calculator, dynmically-linked, multiple representations
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Roschelle, J. (2009). Towards Highly Interactive Classrooms: Improving Mathematics Teaching and Learning with TI-Nspire Navigator. Menlo Park, CA, SRI Center for Technology and Learning, SRI InternationalUse SHIFT+ENTER to open the menu (new window).
2009
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.
TI-Nspire Navigator, TI-Navigator, Nspired Learning
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Sperimentazioni didattiche con TI-Nspire™CASUse SHIFT+ENTER to open the menu (new window).
2007
L’obiettivo fondamentale dei Progetti Pilota raccolti in questo libretto è quello di fornire agli insegnanti che intendono utilizzare TI-NspireTMCAS delle attività già sperimentate in classe. Si tratta di attività che coprono sia diversi livelli delle scuole superiori (biennio e triennio) che diverse tipologie scolastiche (Liceo Scientifico, Istituto Tecnico).
Le diverse sperimentazioni si possono idealmente dividere in due tipologie.
• La prima riguarda un progetto di Ricerca Didattica vero e proprio che vede coinvolti i docenti Pierangela Accomazzo del Liceo Scientifico “A. Einstein” di Torino e Domingo Paola del Liceo Scientifico “A. Issel” di Finale Ligure ed è coordinato dal Prof. Ferdinando Arzarello dell’Università di Torino.
• Il secondo gruppo di sperimentazioni comprende i Progetti Pilota attuati dai docenti Nicoletta Nolli del Liceo Scientifico “G. Aselli” di Cremona, Isabella Soletta del Liceo Scientifico “E. Fermi” di Alghero e Silvano Rossetto
dell’Istituto Tecnico per il Turismo “G. Mazzotti” di Treviso.
Ogni insegnante potrà poi adattare una (o più) di queste sperimentazioni alla propria realtà scolastica.
Analoghe sperimentazioni sono state svolte in diversi paesi europei.
Ogni sperimentazione si è conclusa con un questionario; i risultati dei questionari sono riportati in Appendice.
TI-Nspire, TI-Nspire CAS, CAS, Italy, Europe
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Struggles and Successes Implementing Classroom Communication Technology in a College Pre-Calculus Course Use SHIFT+ENTER to open the menu (new window).
2013
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.
TI-Nspire, TI-Navigator, Community College, Pre-Calculus, Florida
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Teachers' and Students' First Experience of a Curriculum Material with TI-Nspire Technology (full paper)Use SHIFT+ENTER to open the menu (new window).
2011
This report summarises the evaluation of a pilot development project, in which a curriculum material, intended for the courses Matematik A and B at the Swedish upper secondary school, has been constructed. The material is written for the use of the TI-Nspire technology, with which it forms a dynamic system. Three teachers and three classes from different theoretical programmes replaced their textbooks with this material during the later half of the spring semester, and their experiences was investigated through lesson logs, interviews, questionnaires and lesson observations. This report describes the main findings of the study, along with the more important conclusions that could be drawn. Some suggestions for further research, such as a main study, are also given.
TI-Nspire, Sweden, Secondary
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Teachers’ views on dynamically linked multiple representations and relational understanding of mathematics - an investigation into the use of TI-Nspire in Scottish secondary schoolsUse SHIFT+ENTER to open the menu (new window).
2010
In 80% of the 66 lesson evaluations received, The teachers concluded that the use of multiple representation with TI-Nspire enhances students’ relational understanding of the mathematics involved and they were willing to provide
extensive evidence to support their argument. Only 3% contained a negative response.
TI-Nspire, secondary maths, Scotland, Curriculum for Excellence, Qualitative
Teachers’ views on dynamically linked multiple representations, pedagogical practices and students’ understanding of mathematics using TI-Nspire in Scottish secondary schools.Use SHIFT+ENTER to open the menu (new window).
2010
Do teachers find that the use of dynamically linked multiple representations enhances their students’ relational understanding of the mathematics involved in their lessons and what evidence do they provide to support their findings? Throughout session 2008–2009, this empirical research project involved six Scottish secondary schools, two mathematics teachers from each school and students from different ages and stages. Teachers used TI-Nspire PC software and students the TI-Nspire handheld technology. This technology is specifically designed to allow dynamically linked multiple representations of mathematical concepts such that pupils can observe links between cause and effect in different representations such as dynamic geometry, graphs, lists and spreadsheets. The teachers were convinced that the use of multiple representations of mathematical concepts enhanced their students’ relational understanding of these concepts, provided evidence to support their argument and described changes in their classroom pedagogy
TI-Nspire
Teachers’ views on dynamically linked multiple representations, pedagogical practices and students’ understanding of mathematics using TI-Nspire in Scottish secondary schools.Use SHIFT+ENTER to open the menu (new window).
2010
Do teachers find that the use of dynamically linked multiple representations enhances their students’ relational understanding of the mathematics involved in their lessons and what evidence do they provide to support their findings? Throughout session 2008–2009, this empirical research project involved six Scottish secondary schools, two mathematics teachers from each school and students from different ages and stages. Teachers used TI-Nspire PC software and students the TI-Nspire handheld technology. This technology is specifically designed to allow dynamically linked multiple representations of mathematical concepts such that pupils can observe links between cause and effect in different representations such as dynamic geometry, graphs, lists and spreadsheets. The teachers were convinced that the use of multiple representations of mathematical concepts enhanced their students’ relational understanding of these concepts, provided evidence to support their argument and described changes in their classroom pedagogy.
Mathematics, TI-Nspire
Teaching and Learning Calculus with the TI-Nspire: A Design ExperimentUse SHIFT+ENTER to open the menu (new window).
2009
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.
Calculus, TI-Nspire, TI-Navigator, Singapore,
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Teaching and learning mathematics at secondary level with TI-Nspire technologyUse SHIFT+ENTER to open the menu (new window).
2011
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.
CAS, computer, digital, high school, laptop, national test, technology, TI-Nspire, upper secondary, Case Study
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The Case for CASUse SHIFT+ENTER to open the menu (new window).
2004
There are many arguments for and against the use of CAS.  This book sets out to provide an argumentative case for the use of CAS.  The first section outlines of the key issues surrounding the use of CAS and the related research, which supports these findings.  The next section details the ideas of teachers from various countries who already use CAS in teaching, learning and assessment.  It sets out their experiences in terms of lesson ideas, teaching sessions, and the adaptations which have to be made to question types and examination papers, to assess suitably.  The final section of the book outlines the arguments for and against the use of CAS ("the Advocatus Diaboli"), providing what the authors believe is a convincing case for the use of CAS in the teaching and learning of Mathematics.
CAS, TI-89, TI-Nspire, Europe, Algebra
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The Effect of Handheld Devices on Student Achievement in Algebra.Use SHIFT+ENTER to open the menu (new window).
2010
This study compares the respective achievements of students in an integrated algebra course taught with two different types of handhelds over a period of one year. The experimental group was taught with TI-Nspire handhelds and was compared to the control group taught with TI-84 graphing calculators.  The teachers of each groups received on-going professional development in the same format.  Student achievement was measured via a midyear department test; Fall and Spring semester grades; and New York State Regents exam scores and passing rates.  Results indicated that the group taught with the TI-Nspire outperformed the other group in all assessments, including passing rates on Regents but not on the Regents exam scores. Further analysis indicated that girls outperformed boys in an identical pattern.  No significant differences in achievement by race were observed.
handheld technology, TI-Nspire, TI-84, Gender, Secondary Education, Algebra, Low Income, New York
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THE EFFECT OF USING A PROBLEM/PROJECT-BASED, DOCUMENT DRIVEN UNIT OF INSTRUCTION, ON HIGH SCHOOL STUDENTS’ ACHIEVEMENT ON THE DATA ANALYSIS CLUSTER OF THE HSPA AND ON THEIR ATTITUDE TOWARD MATHEMATICS AND DATA ANALYSISUse SHIFT+ENTER to open the menu (new window).
2010
New Jersey’s urban students traditionally don’t do well on the high stakes NJ High School Proficiency Assessment. Most current remedial mathematics curricula provide students with a plethora of problems like those traditionally found on the state test. This approach is not working. Finding better ways to teach our urban students may help close this achievement gap. This study examined whether a problem/project-based data analysis unit incorporating the document features of the TI-Nspire would help students master data analysis concepts. The study used a quasi-experimental pre/Post-test design enhanced by a qualitative component. A four-week problem/project based data analysis unit served as the curriculum for the intervention treatment. Students were assigned either the TI-84 or the TI-Nspire calculator. Twelve sections of ninth grade students were divided into four basic study groups: (Intervention (TI-84), Traditional (TI-84), Intervention (TI-Nspire), and Traditional (TI-Nspire)).
The quantitative component of the study analyzed differences between students’ pre/post- Total, Multiple-choice, Open-ended mean scores and quantified attitudinal responses. The analysis showed students in the TI-Nspire groups improved more on the Total test and Multiple-choice questions while students in the TI-84 group performed better on Open-ended questions. The Intervention Curriculum was more effective for Multiple-choice questions, Traditional Curriculum for Open-ended questions and Total scores. Student interviews revealed they didn’t like taking notes and answering questions on the TI-Nspire. Some students liked referring to the information in the calculator while others felt that accessing information was too time consuming. The merits of the TI-Nspire document feature needs further exploration. Analysis of the quantified attitudinal survey showed an increase in the positive attitudes of students using the TI-Nspire.
Both qualitative and quantitative evidence showed the Traditional TI-84 group had fewer changes in attitude and content knowledge than everyone else combined, suggesting the need to change how we teach data analysis. Problem/project-based learning, if introduced gradually, may prove to be an effective teaching/learning educational practice.
Further exploration needs to match students’ technological and data analysis proficiencies when determining readiness for student-centered learning that expects students to be calculator proficient and comfortable with basic quantitative procedures such as finding measures of central tendency and variation.
TI-Nspire, TI-84, Algebra, New Jersey, HSPA, 9th Grade, Urban
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The Effects of the TI-Nspire CAS on Student Learning, a Phase I Project.Use SHIFT+ENTER to open the menu (new window).
2008
A qualitative study in one algebra geometry III classroom of students using TI-Nspire CAS showed TI-Nspire CAS  had a positive effect on students’ understanding of solving equations, using parentheses, and understanding equivalent operations.
TI-Nspire CAS, algebra, geometry, students understanding, equations,
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The Effects of the Use of Handheld Devices on Student Achievement in Algebra - Lyublinskaya + Tournaki 2009Use SHIFT+ENTER to open the menu (new window).
2009
This study compares the achievement of students, enrolled in an integrated algebra course, taught with two different types of handhelds over a period of one year. One group was taught with TI-Nspire handhelds and was compared with another group taught with TI-84 graphing calculators.  The teachers of both groups received on-going professional development.  Student achievement was measured via a midyear school test, fall and spring semester grades, and New York State Regents exam scores.  Results indicated that the group taught with TI-Nspire outperformed the other group in all assessments except the Regents exam.  Further, analysis of scores indicated that girls outperformed boys in all assessments except the Regents exam, while there were no differences in achievement by race.
handheld technology; gender differences; secondary education; quasi-experiment; algebra; student achievement; New York; TI-Nspire; TI-84
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THE IMPACT OF USING TECHNOLOGY ON STUDENT ACHIEVEMENT: TEACHING FUNCTIONS WITH THE TI-NSPIRE TO 9TH GRADE ALGEBRA STUDENTS.Use SHIFT+ENTER to open the menu (new window).
2011
The purpose of this study was to determine the effect of TI-Nspire graphing calculator use on student achievement and on teacher behavior variables of planning, teaching, and assessing. This study investigated the teaching of functions by teachers using the TI-Nspire graphing calculator versus teachers using a non-graphing scientific calculator.
A review of the literature found that the emergence of calculators and computers has changed the way mathematics is both done and used (Ellington, 2006; Thorpe, 1989; & Kieran, 1992). Research also showed that students can effectively use a graphing calculator as an instructional tool to make and understand different types of representations (Choi-Koh, 2003; Colgan, 1993; and Drijvers & Doorman, 1996). Other studies have shown how graphing calculator use has engaged students in higher level thinking skills (Dessart, DeRidder, Charleen, & Ellington, 1999; Ellington, 2006; Graham & Thomas, 1998; Keller & Hirsch, 1998; Huntley, Rasmussen, Villarubi, Sangtong, & Fey, 2000; & Ronau et al., 2008). Since it is a relatively new tool, there is a limited amount of research on the classroom use of the TI-Nspire. The TI-Nspire is designed to link together multiple-representations within a single problem, so the concept of functions is an ideal context within which to study the impact of the TI-Nspire.
This was a quasi-experimental study. The researcher gathered and analyzed pre-test, post-test, and post post-test data on student performance on function concepts. The study included a 90 minute classroom observation of each class as well as document analysis of weekly questionnaires, daily lesson plans, and daily assessments. Vignettes employed classroom observations, document analysis, and thick description to triangulate the results of the qualitative analysis.
During the summer prior to this study, all teachers attended 12 hours of training over the course of two days with a National Texas Instruments Instructor in which they were trained to use the TI-Nspire graphing calculator. Teachers were then given a TI-Nspire, TI-Nspire emulator and access to online Atomic learning video training (Atomic Learning, 2011), to continue their exploration of the TI-Nspire. The week prior to the study, the teachers attended another day of professional development activity taught by a Texas Instruments Trained Cadre member. This “Function Focused Session” was six hours long and provided review on the TI-Nspire, specific training about teaching the function concept with the TI-Nspire, and time to create lesson plans and activities for this study. During the two weeks of treatment and two weeks of follow up, teachers met once a week for “Weekly Touchdown Sessions,” a 90 minute meeting held after school to complete a weekly questionnaire, turn in lesson plans, assessments, and receive further professional development on the TI-Nspire. Providing a trained Texas Instruments Instructor on a weekly basis to answer questions, assist in providing direction for the following week, and meeting weekly with the teachers to complete questionnaires were vital strategies necessary to support teachers with this new technology tool and to assure their fidelity in treatment implementation and control maintenance. All professional development sessions were taught by Texas Instruments trained Instructors.
The results from four teachers, each with one treatment class using the TI-Nspire and one control class using a non-graphing scientific calculator, were significant on the pre-test with the control group having a higher mean score than the treatment group and statistical significance on the post post-test with the treatment group having a higher mean score than the control group. While there was a statistically significant effect of Teacher Zeta on the post-post test in comparisons with the other teachers, most of the teacher effect was controlled for within the design of the study. To control for teacher effect, all teachers taught both a treatment and a control class. For each teacher, one of their two algebra classes was randomly assigned to treatment and the other was then assigned to control. There was not enough power in the data to properly analyze the effect of socioeconomic status and special education.
This study supports the use of TI-Nspire graphing calculators in Algebra classrooms while studying the concept of functions. This study shows that, while using the TI-Nspire graphing calculator, the use of multiple representations and higher Depth of Knowledge activities can be used to improve student achievement, and impact classroom teaching, and lesson planning. While this study shows the impact of the TI-Nspire graphing calculator for the concept of functions, further research is needed to continue evaluating the impact of the TI-Nspire across additional mathematics topics.
TI-Nspire, Algebra, 9th Grade, Kentucky
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The importance of intention and order: teaching for conceptual understanding using handheld technologyUse SHIFT+ENTER to open the menu (new window).
2009
While it seems clear that instruction on both procedures and concepts is important in mathematics education, the relative importance of each and the order teachers should use each to build instruction with handheld technology such as graphing calculators is still unsettled.
TI-Nspire, handheld technology,graphing calculators,algebra,linear equations
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The Integration of calculators in mathematics teaching: a new stage of technology, new forms of integration, a new type of experimentationUse SHIFT+ENTER to open the menu (new window).
2009
Among the results of this research:
• The extension of the work done in the computer room (with the software) by activities in class or at home with the handheld is a fundamental element which favors the dual-technology solution;
• Both versions of TI-Nspire technology inherently include a documentation aspect (organizing resources, exchanging, transforming, creating) that have impacts on the work of teachers and students;
• TI-Nspire technology is easy to access, though at the very beginning, teacher training is  necessary;
• The introduction of the TI-Nspire technology is a factor favoring the transformation of teacher practices but the technology is not the sole cause of the transformation;
• The presence of professional development can optimize the time to getting started with technology. This training can be internal (between the teachers in the same school) or external (by experts);
• The resources used by teachers are built on their previous experiences. The way in which the form of resources used by a teacher change is related to their professional habits and is gradually and continually developed.
Conclusions
We noted the need to support teachers, particularly for resource design and their use in specific scenarios in the classroom to show how to integrate the technology in maths lessons.
The technology is a lever for change in teaching practices, but must be accompanied by training.
This research could be extended by a thorough study of the technology used by teachers and students, linked to resource design and effective learning,.
TI-Nspire, France, secondary mathematics
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