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Conclusion: Algebra 1 students taught with TI-Nspire outperformed the group using TI-84’s in all assessments except the state test. City University of New York
This quasi-experimental study compared 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.
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 Reference: (Lyublinskaya and Tournaki 2009; Lyublinskaya and Tournaki 2010; Lyublinskaya and Tournaki 2010)
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Conclusion: Students using TI-Nspire handhelds have demonstrated deeper understanding and greater abilities in drawing inferences, with greatest gains by low-achieving students.
University of Washington
In a small-scale controlled experiment with random assignment, researchers found:
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| • | all participants showed a positive gain in knowledge, both in procedural and, more importantly, in conceptually connected knowledge;
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| • | participants who had access to the TI-Nspire graphing calculator learned with understanding and appeared to be better able to draw inferences that connected inert knowledge with observed and grounded phenomena; and,
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| • | low-achieving participants who had access to TI-Nspire graphing calculators seemed to show the highest gains.
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| • | Researchers also observed that students easily and quickly learned to use TI-Nspire in data modeling, and showed evidence of high engagement and collaborative learning. |
| Reference: (O’Mahony, Baer et al. 2008)
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Conclusion: Teaching with TI-Nspire CAS may improve motivation to use algebraic representations, confidence, and diversity of tasks selected by students. Institute for Mathematics, University of Friburg
Preliminary qualitative analysis of lessons in beginning Algebra taught with TI-Nspire CAS concluded that:
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| • | Pupils who have CAS are more motivated to use algebraic representations, especially when working with applied problems;
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| • | Tasks which are related to the use of CAS differ from paper and pencil tasks, and the work becomes more diversified
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| • | Motivation to develop syntactical skills is supported by the use of CAS
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| • | Pupils of the CAS group more often had the confidence to build long expressions and equations related to applied problems
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| • | Pupils by themselves often use their favorite representation mode if it is meaningful for a mathematical task. Thus it is important for pupils to be familiar with the many representation modes available in TI-Nspire CAS |
| Reference: (Zeller, Barzel et al. 2009)
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Conclusion: Appropriate use of TI-Nspire technology can facilitate use of shared resources for collaborative learning, high student engagement, and a novel, integrated format for instructional units. Beliefs that the calculator is an aid to learning mathematics (not just an efficiency device).
Research Institute on Mathematical Education (IREM), National Institute on Education Research (INRP)
University of Lyon
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. |
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| Using one such learning activity in geometry:
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| • | 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 |
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| Student opinion surveys showed:
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| • | 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. |
Reference: (Aldon, Artigue et al. 2008)
Reference: (Aldon, Artigue et al. 2009)
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Conclusion: Pre-service teacher attitudes toward TI-Nspire were reported to be significantly affected by modeling of exemplary practice in the field. Brooklyn College-CUNY
A pilot project using a case study methodology introducing TI-Nspire technology to 20 pre-service candidate teachers at 3 universities found:
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| • | Candidates whose field placement was in a school where technology was used extensively developed a positive attitude to technology.
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| • | Candidates with positive technology-oriented experiences in the field express stronger desires to incorporate technology into their own teaching.
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| • | Pre-service experiences in the classroom primed candidates for the possibilities of technology, but it takes the experiencing of exemplary practice to convince them of the benefits of working to incorporate technology in their own teaching.
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| • | Lesson plans using TI-Nspire technology written by those candidates with field placements in technology-rich environments showed more sophistication, not just in the use of technology, but in terms of implementing inquiry-based and open-ended instructional approaches. |
| Reference: (Meagher, Ozgun-Koca et al. 2008)
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Conclusion: Classroom use of TI-Nspire™ and the TI-Nspire™ Navigator™ System can enhance student engagement, collaboration and learning. Center for Technology in Learning, SRI International
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. |
Reference: (Center for Technology in Learning 2008)
Research Note #13 |
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Conclusion:
• Using TI-Nspire, some practices had a positive impact on learning processes of the students and on their attitudes towards mathematics.
• TI-Nspire facilitated mathematical modeling and meaningful introduction to the use of symbols.
• Using TI-Nspire, reinforced multitasking, compared with the old way of operating in sequence for longer periods of time. University of Turin
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.
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| Reference: (Arzarello 2009)
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