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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: Use of classroom networking such as TI-Navigator could deeply change the mathematical situations proposed to the students, lead the teacher to change the specific directions for solutions, and change the relationships between pupil and class by giving rise to debates among peers.
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 the TI-Navigator system can help achieve instructional goals
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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