With the TI-Navigator system, 27% percent more students scored in the 90% range on the New York State Regents Math A for 2007, when compared to the same teacher’s non-TI-Navigator system class in 2005

Pre-/post-comparisons showed gains in perceived experience from the beginning to the end of the course. However, the number of students who felt nervous about the prospect of using graphing calculators increased.

TI-Nspire allowed pupils to explore the problem for themselves quickly and efficiently so the focus was on the intended learning rather than issues with drawing graphs that could have occurred otherwise.

There is direct correlation between quality and frequency of use of TI-Nspire in the classroom and teachers’ and students’
attitudes and proficiency.

The TI-Nspire group demonstrated significant increase in performance, which demonstrates that students crossed
performance levels (for example from lower to higher achievers).

By using the handheld, the students made the connections much quicker and seemed to understand the concept of how equations relate to lines and how they relate to the slope and vertical intercept.

Formative assessment with TI-Navigator has helped this teacher to deal efficiently with misconceptions, and to use class time more efficiently.  In the process, his thinking about teaching and learning has evolved

Students took the state exam, the FCAT (Florida Comprehensive Assessment Test), March 2009…FCAT year-to-year score comparisons are made using a special DSS scale. In Mr. Armbrister’s two classes, the average DSS score improved by an impressive 256 point…,”

The students have been using their own TI-NspireTM handhelds since September 2008 and I started to use TI-NspireTM NavigatorTM with them in May 2009. In this lesson sequence I used the File transfer, Screen Capture,  Live Presenter features and I plugged in the GoTemp probe to my TI-NspireTM handheld to do the data collection.
In this activity Screen Capture was an essential tool to enable me to pick out a graph I wanted to discuss with the class and this also told the students that it is their contribution and not the teacher’s who does everything all the time. With TI-NspireTM NavigatorTM the students were part of the contribution in a completely different way and it felt as though they appreciated their increased involvement. The value of letting the students discover different parts of maths is enormous and I think it will trigger off new approaches from the students that I don’t know yet. It is very exciting, I think, and maybe also a bit scary?

The students have been using their own TI-Nspire handhelds since September 2008 and I started to use TI-Nspire Navigator with them in May 2009.  I used the File transfer and Screen capture features during the lesson. The TI-Nspire file also included some question that I was able to analyse using Class Analysis after the lesson.
The activity was excellent for the students to find out that angles subtending the same arc are equal or that the angle subtending the arc at the centre is twice the angle subtending the arc. The use of the Screen Capture view and being able to collect the students TI-NspireTM files enabled me to get a very good idea of the students’ learning during the lesson. There were a few students who would have benefited from more time on the exploratory tasks – they were less confident to answer the questions - whereas others were able to progress very quickly. Most of the students were able to generate the required theorems which meant we could move onto to justifying and proving them in the subsequent lessons.

The students, who are all following a technological programme, have been using their own TI-NspireTM handhelds since September 2008 and I started to use TI-Nspire Navigator with them in May 2009. 
Initially, there were a number of students who were unsure about how to generate a linear function to go through a given coordinate point and by using the Screen Capture view they were able to see how to get started. It also let me see who needed my support. The Quick Polls encouraged all of the students to give their opinion and, from this I was able to see students change their point of view as they listened to my explanations and the other students’ reasoning. The students showed that they were beginning to really understand why a particular coordinate point lay on a particular straight line and how to find the equation of a straight line through a given point

Scholengemeenschap Sophianum is a state secondary school in the Netherlands. I have been using TI-Nspire handhelds and software with my students since September 2007 and TI-Nspire  Navigator since May 2009. In this lesson I used the File transfer, Screen Capture and Live Presenter  features.
In this lesson my students had needed to think mathematically by considering the properties of special cases and counter examples. These were made more obvious to the whole class due to the number of different screens that could be displayed at one time with Screen Capture. Using TI-Nspire Navigator  in this lesson enabled my students to see each others’ work and this prompted a much wider discussion in the classroom than would normally happen when the students only work with the student seated next to them.

Davison Church of England High School for Girls is a state secondary school and I have been using the TI-Nspire handhelds with this class periodically since July 2007. In May 2009 I began to use TI-Nspire Navigator and in this I used the Screen Capture features.
The use of the Screen Capture view did allow the students to begin to make the obvious connections between the different types of transformations and the effect of these on the graphs. Most of the students were able to connect the vertical translation of functions by adding a constant to their existing knowledge of changing the value of c in linear functions of the form y=mx +c.

“Calculators belong in the math classroom…The students are excited about them and enjoy any activities presented that allow them not only to use the calculators but to learn more about the possibilities surrounding them

Ms. Thompson sees advantages for students in the way TI-Nspire CAS technology connects together applications, and
in the way the handheld allows students to write mathematics in the same way they will see it on screen. Ms. Thompson comments, “I think students will learn TI-Nspire CAS technology faster than they will other (graphing) calculators since it is built more like a computer.” She estimated that reaching full classroom proficiency took approximately 36 weeks.

Using TI-Nspire, at midyear Ms. Hoyt had 2 to 4 times as many students in the “Basic” or “Proficient” level, compared to other teachers’ classes not using TI-Nspire

“...“the ability to see multiple representations at one time really enhanced my students’ understanding… students were able to actually draw several lines of best fit on the screen and call up the equation to see how they were slightly dfferent.”

Blue Coat School is a state secondary school for students aged 11-18 years in Walsall, UK.  This class have used the TI-NspireTM handhelds previously and this was the first time I had also used TI-NspireTM NavigatorTM with them. In this lesson I used Screen Capture.
The TI-NspireTM NavigatorTM Screen Capture view enabled students to communicate their findings and consider alternative solutions - some students’ curve families were larger/different to other students’ curve families. TI-NspireTM NavigatorTM gave me continual updates on the progress the class was making so that I could target interventions better. Also students could ‘see’ that other students were progressing in ways that were different to them.  Some students had clearly got screens that matched my hand-drawn diagram of a family of curves better than other students.  This made them aware that the possibility existed of solving the task (as others in the room had clearly done so)

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.

To make a preliminary investigation into the implementation of TI-Nspire calculators with pre-service middle and high school mathematics teachers.  Through this focused case study an emerging model of technological pedagogical content knowledge as it relates to the use of the next generation calculator, the TI-Nspire, was investigated.