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Conclusion: The effective use of TI-Navigator in Algebra teaching improves achievement more than use of graphing calculators alone.
Classroom Connectivity in Mathematics and Science
In the first year of a large-scale, multi-state experimental study of the effects of TI-Navigator use in Algebra 1, the treatment group outperformed the control group in algebra performance. The size of the effect was moderate (e.s.=.30, or about 14%difference in treatment-control group achievement), and occurred among items involving the coordinate plane, the most visual content. Note that the control group used TI-84 graphing calculators without TI-Navigator, so the effect can be attributed to changes in teaching surrounding use of TI-Navigator. |
 Reference: Owens, Pape et al. 2008
The Connected Algebra Classroom: A Randomized Control Trial (PDF)
Download Paper from ICME 11(PDF)
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Conclusion: Research shows that students tend to score higher on mathematics achievement tests when the teacher knows, through a network-connected classroom, more about how students are thinking about mathematics. Center for Technology in Learning
In experimental studies at The Ohio State University and York University, and in a controlled study of MathForward sites, the TI-Navigator system was used to create a “connected classroom” in which teachers were able to easily gain more information about students’ mathematical thinking. Each of the studies employed a rigorous design and found clear benefits for student achievement, as well as other important variables such as students’ self-efficacy and enjoyment of mathematics classrooms. We emphasize that for these benefits to occur, teachers must leverage additional information about students thinking in their practice–for example, by adapting instruction to better fit students’ needs.
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| Reference: (Center for Technology in Learning 2009) |
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Conclusion: The effective use of the TI-Navigator system helps students succeed in Algebra more than graphing calculators alone, by improving conceptual understanding, engagement and time on task
University of Texas
A quasi-experimental study of the TI-Navigator system in a Texas Algebra classroom concluded that use of the TI-Navigator system as prescribed in the intervention was effective in improving outcomes related to learning the Algebra objectives assessed on the 9th Grade TAKS. |
| Reference: (Walter Stroup, Carmona et al. 2005)
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University of Hawaii
An experimental study of two 8th grade Algebra 1 classes, both using TI-84 Plus Silver Edition graphing calculators and one using the TI-Navigator system, compared achievement on conceptual and skill items based on the study of linear equations. The study found:
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| • | Students showed improvement in the areas of conceptual understanding, classroom interactions, quantity and quality of responses, time on task and time to start tasks when teachers incorporated the TI-Navigator system with graphing calculators into their instruction. |
| • | Item analysis showed that both classes performed at the same skill level on graphing, but the class that also used the TI-Navigator system experienced greater conceptual understanding. |
| • | Use of the TI-Navigator system prompts students to engage on tasks faster, remain focused, and take part in productive group interaction. |
| • | Observational data showed that response times by students using the TI-Navigator system to initiate tasks was significantly faster compared to students using only graphing calculators. The time on the task was reported to be longer as well. The same data shows that the TI-Navigator system provided in-depth discussion points, leading to improved student interaction and collaboration. |
| Reference: (Dougherty, Akana et al. 2005)
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Conclusion: Using TI-Navigator in the classroom was observed to make students more likely to display their work, which helps other students proceed and provides them a greater range of solutions for consideration.
Research Institute on Mathematical Education (IREM), National Institute on Education Research (INRP)
University of Lyon, France
A qualitative case study in France of three classes in four secondary schools observed changes in the math content and pedagogical processes due to the TI-Navigator classroom network. The paper presents a theoretical framework for analysis of these interactions. The researchers concluded that students' behavior seems to be deeply modified by public display (anonymous or not) of their work. While French students are often unresponsive when teachers ask them to create mathematics objects, this system seems to make them freer to display what they created. For example, displaying calculator screens with the system's Screen Capture feature produces several effects on the students: |
| • | The first displayed products help the other students to go ahead. |
| • | As the responses proposed by the students are often very different, each student can use a number of ways to find an answer - not only one as in a traditional course. |
| • | Students often try to produce the most complicated object they can. |
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| In the future, when students get used to working with this system, researchers want to observe if most students do not wait for the first answer and just copy it.
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Reference: (Hivon, Pean et al. 2008)
Reference: MathémaTICE
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Conclusion: Effective use of TI-Navigator is shown to help achieve instructional goals, including greater student engagement and understanding, as well as more class discussion and interactivity.
SRI International, Inc.
An interpretive review of the research basis of the TI-Navigator system concluded: |
| • | The TI-Navigator system supports multiple question types and provides immediate feedback and assessment, helps direct students toward mastery-oriented goals, engages prior knowledge by collecting everyone's responses to problems and showing variations, facilitates conceptual reasoning, and fosters collaboration. |
| • | Students are more engaged, able to understand complex subjects, more interested in topics, able to gauge their own level of understanding and more willing to take part in discussions when the TI-Navigator system is incorporated into classroom instruction. |
| • | Teachers are able to promote greater discussions and interactivity, assess and guide student performance, and extend the classroom topics beyond the allotted class time when the TI-Navigator system is incorporated into classroom instruction. |
| Reference: (SRI International 2004)
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Conclusion: TI-Navigator is shown to increase student achievement in academic math classes.
TI-Navigator Study Interim Report
In a quasi-experiment results show that the treatment had a significant effect only in the case of the academic classes. Despite the fact that there was no significant effect in the case of the applied classes, researchers contend that applied students did benefit from the use of TI-Navigator. In both types of classes, students were actively engaged in the mathematics activities, and they indicated that they enjoyed the technology and particularly appreciated being able to share answers anonymously. |
| Reference: (Sinclair, Wideman et al. 2008)
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