 |
Conclusion: Use of TI-Nspire technology in pre-service education has been reported to stimulate increased willingness to learn and greater pedagogical reflection. Florida State University
A case study introducing TI-Nspire to 35 pre-service math teachers in 2 cohorts found that:
|
| • | The new technology served as a tool or stimulator in fostering pedagogical reflection among the participants. |
| • | The new technology stimulated among the participants a willingness to learn on their own and with their students. |
| • | Participants’ beliefs and prior experience played an important role in their justification of their proposed ways of teaching and assessment. |
| • | Participants experienced tension between traditional curricular materials (e.g., the textbook) and the need to recreate their instructional tasks. |
| • | The new technology can at times lead to conflicts between participants’ traditional view of mathematics teaching and their awareness of innovative alternatives. |
 Reference: (Spector, Jakubowski et al. 2008)
|
|
Conclusion: In integrated algebra with low-income students, significant achievement gains occurred with effective instruction using TI-Nspire technology. City University of New York
A case study of a year-long intervention with 5 NY integrated algebra teachers in a New York City Title I school (with a low-income student population) found that:
|
| • | |
| • | In the experimental group using TI-Nspire, while the changes in the lower level classes were insignificant, the achievement changes in the upper level classes were significant. These results could be attributed to the effect of integrating TI-Nspire into the integrated algebra classes, and are more remarkable because pre- and post-test were only separated by 2 months.
|
| • | Fall vs. Spring semester grades significantly decreased in both groups, however, the decrease in grades was much more dramatic in control group.
|
| • | When teachers create their own materials, they felt more comfortable in the classroom teaching it to the students
|
| • | Students most often used the calculator application and showed highest proficiency level in this application.
|
| • | Students’ proficiency with TI-Nspire technology is independent from students’ demographics, and did not vary across classes.
|
| • | Except for the fact that experimental group performed better than control group, there was no clear relationship between students’ performance in mathematics and their attitudes towards TI-Nspire or proficiency in using TI-Nspire. |
| Reference: (Lyublinskaya 2008)
|
|
Conclusion: Use of TI-Nspire CAS may help student understanding of key algebraic concepts such as equations, parentheses, and equivalence
George Mason University
In an action research study by one teacher, using TI-Nspire CAS had a positive effect on her students understanding of solving equations, using parentheses, and understanding equivalent operations
|
| Reference: (Gantz 2008)
|
|
Conclusion: TI-Nspire was increasingly used to stimulate students to think mathematically and, in many cases, to engage and motivate strongly with mathematical structures and concepts in way that is normally not possible with traditional paper and pencil approaches. Classes using TI-Nspire technology showed increased student autonomy and confidence in determining individual approaches to enquiry and problem solving; motivation among students by stimulating a natural interest in mathematics; greater opportunity for students to get immediate feedback and assess their understanding University of Chichester
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. |
| Reference: (Clark-Wilson 2008)
|
|
Conclusion: When using TI-Nspire (in TI-84 mode), conceptual instruction followed by instruction that integrates both concepts and procedures was the most efficacious in helping students learn to begin writing linear equations. The importance of intention and order: teaching for conceptual understanding using handheld technology
A small randomized experiment in Algebra concluded that when teaching the topic of writing equations for direct variations (and possibly even all linear equations):
|
| • | |
| • | initially teaching the topic conceptually is likely to result in significantly better student learning than only teaching procedures.
|
| • | when teaching procedurally then conceptually, conceptual instruction was able to make up for some, but not all, of the students' learning deficits after procedural only instruction.
|
| • | procedural only instruction was not only likely to be less effective, but could also undo the learning of some students if provided after conceptual instruction. |
| Reference: (Vendlinski, Morris et al. 2008)
|
