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Conclusion: The design of TI-Nspire technology builds on and unites the strong research findings on how effective teaching with graphing calculators can enhance student learning.
SRI, Inc., Menlo Park, CA
An interpretive review of the research basis of TI-Nspire technology concluded: |
| • | Teachers can draw insights from a rich literature substantiating effective use of graphing calculators and formative assessment in mathematics and science classrooms. |
| • | Using the new document model and networking features of TI-Nspire technology (with the TI-Navigator system), teachers can develop classroom practices that increase the time students spend doing mathematics in an environment with the ingredients for success: increased support for mastering difficult concepts and skills; high student participation; tools for reflective practice. |
 Reference: (SRI 2006)
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Conclusion: The ability to see and dynamically link multiple representations, as supported by TI-Nspire technology, is shown to be essential in developingconceptual understanding.
SRI, Inc., Menlo Park, CA
An interpretive review of the research basis of TI-Nspire technology concluded: |
| • | The research principle of multiple representations has guided evolution of TI graphing calculators, and is implemented most completely in the TI-Nspire handheld. |
| • | Linked multiple representation has been shown to be crucial in development of conceptual understanding. It is feasible only through use of a technology such as TI-Nspire, which provides simultaneous, dynamically linked representations of graphs, equations, data, and verbal explanations, such that a change in one representation is immediately reflected in the others. |
| • | TI-Nspire technology has enhanced representation and communication of important mathematical concepts, principles and high-level problem-solving strategies. |
Reference: (SRI 2006)
Reference: SRI, "The Pedagogical Potential of TI-Nspire" TI Research Note 9
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Conclusion: In TI-Nspire, connecting multiple representations has the potential to manage cognitive load of complex problem solving, when used in well-designed learning activities.
SRI, Inc., Menlo Park, CA
An interpretive review of the research:
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| • | Dynamically linked multiple representations, when used in well-designed learning activities, will help students manage cognitive load and engage in reasoning at the level of which they are developmentally capable. |
| • | This, in turn, allows students to engage in high-level reasoning and problem-solving, rather than being forced to concentrate on low-level computation. |
Reference: (SRI 2006)
Reference: SRI, "The Pedagogical Potential of TI-Nspire" TI Research Note 9
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Conclusion: TI-Nspire technology's ability to save all student work (in documents) enables reflection, formative assessment and continued learning outside of class time - activities shown to increase student learning.
SRI, Inc., Menlo Park, CA
An interpretive review of the research basis of TI-Nspire technology concluded that potential effects of using TI-Nspire documents include: |
| • | Enhancing Reflection. Students learn more when they can reflect on their work at a later time and take steps to improve it. |
| • | Enabling Formative Assessment. By reviewing saved work with students, teachers can monitor student understanding and adjust instruction accordingly. |
| • | Increasing Academic Learning Time. By saving their work and continuing it at home, in another class session, or in a study group, students can spend more time working on academic learning tasks. |
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| Teachers can also give students problems which are half completed, and then ask them questions such as:
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| • | "Why did the person do that?" |
| • | "Why do you think the solution is right or wrong?" |
| • | "What would you do next?" |
| • | "What do you think is going to happen next, when you run the equation against that data and generate a graph?" |
Reference: (SRI 2006)
Reference: SRI, "The Pedagogical Potential of TI-Nspire" TI Research Note 9
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Conclusion: Math Nspired curriculum supplements grew from research on topics which are “tough to teach/tough to learn”. Learning activities include a special TI-Nspire document designed to get students to the math faster. Oregon State University / Michigan State University
The Math Nspired curriculum supplements grew from research on the “tough to teach/tough to learn” topics, which our item analysis of state tests showed to be common points of difficulty for many students. We found that the source of difficulty is mathematical tasks with high cognitive demand, which use schematic and strategic knowledge of math. We concluded that the need is for learning activities which teach high cognitive demand mathematical tasks using schematic and strategic knowledge of math.
At the heart of every Math Nspired learning activity is a special kind of document for TI-Nspire which is designed to get students to the math faster, by placing them in exploratory “microworlds” where they can easily and intuitively take mathematical actions on high-fidelity mathematical objects, observe the mathematical consequences of their actions, and then reflect on what they do.
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| Reference: (Dick and Burrill 2009)
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