As many researchers have studied, calculators may not be appropriate for all educational situations or all mathematical subjects. However, Ellington (2003) reported that the improvement to problem solving skills was most significant when (a) special curriculum materials were designed for use with the calculator and (b) the type of calculator used was the graphing calculator. The purpose of the study was to identify strengths and limitations in how prospective mathematics teachers use the graphing calculator in teaching mathematics concepts and procedures. This study included both quantitative and qualitative data collection and analysis methods, providing an opportunity for presenting a greater diversity of views. , discussion thread and essay data were qualitatively analyzed in the context of the TI-Nspire study in search of recurring themes, informed by the Technological Pedagogical Content Knowledge (TPCK) framework (Niess, 2008).
|TI-Nspire, TPACK, TPCK, Pre-service teachers|
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
|Case study, TI-84, TI-Navigator, Math AB, New York, Graphing Calculators, white|
Title I schools in two small rural Texas districts with about 80% economically disadvantaged students were given unlimited access to a TI-83 Plus graphing calculator was substantially beneficial to students’ conceptual attainment. This was true for both rural high schools, regardless of student SES.
|Case study, TI-83, Graphing Calculators, Ownership, Texas, Title I, Rural, HS, Precalculus, FRPL|
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.
|Case Study, TI-Nspire, Graphing Calculators, Pre-Service Teachers, Attitudes, Beliefs, TPACK, TPCK|
In this systemic improvement program, district-wide proficiency on the standardized state test climbed steadily during three years from 39% to 62% in both 7th and 8th grades.
|Case Study, TI-Navigator, Graphing Calculator, MathForward, Algebra, Grade 7, Grade 8, Pre-Algebra, Cognitive Tutor|
Introducing TI-Navigator led to more questions being asked which often led to discussions. Also, students often interpreted questions differently. This allowed for even more discussion.
|Case Study, TI-Navigator, TI-84, Grade 7-8, Middle School, Graphing Calculators, Canada, French|
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.
|Case Study, UK, Grade 10, A-Level, TI-Nspire, Geometry, Key Stage 3|
The pupils were able to see for themselves the ‘product of prime factors’ representation of any integer they chose, use the results that they had found, and see if they had correctly prime factorised a number without any intervention.
|Case Study, Year 8, TI-Nspire, Factors, UK|
There is direct correlation between quality and frequency of use of TI-Nspire in the classroom and teachers’ and students’
attitudes and proficiency.
|Case Study, TI-Nspire, New York, NY, Grade 9, Title I, Low Income, Multi-Racial, Algebra, FRPL, african american,hispanic, white, ELL, special needs, at risk|
Summary Slides for Case Study #15. This is a preliminary report on this study.
|Case Study, TI-Nspire, Algebra, Title 1, Low Income, Multi-Racial, african-american, hispanic, white, FRPL, ELL, at risk|
The TI-Nspire group demonstrated significant increase in performance, which demonstrates that students crossed
performance levels (for example from lower to higher achievers).
|Case Study, TI-Nspire, New York, Geometry, Grade 10, Grade 11, TI-Nspire, TI-84, white|
I can look at the Navigator screen and I am able to diagnose the problem areas and fix them for the individual(s) before moving on in my content. And, … a 100% made gains on the FCAT
|Case Study, TI-Navigator, TI-73, Grade 5, Elementary, Florida, Graphing Calculators, white|
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.
|Case Study, TI-Nspire, Algebra, Developmental, Post-Secondary, Community College, adult, white, hispanic|
a 5% increase in learning occurred directly due to the addition of technology in the classroom….The class that used technology was able to have a maximum score of 100% on the assessment, whereas the non-technology group only scored a maximum of 95%
|Case study, Algebra, Grade 10, Grade 11, Grade 12, TI-83, Graphing Calculators, white|
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
|Case study, TI-Navigator, Graphing Calculators, Formative Assessment, underachievers, misconceptions|
I think that many students were able to make a visual connection with the graphing and the action that created the graph.
|Case Study, Developmental, Algebra, Community College, TI-Nspire|
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…,”
|Case Study, TI-Nspire, Middle School, Florida, FL, FCAT, african-american, hispanic, ELL|
By monitoring the students’ activities whilst they were answering the problems I was able to see the wide range of approaches that the students used. For example, one student chose to insert a Spreadsheet page to create a probability distribution table to help him reach a solution.
Using Screen Capture in this way gave me a real insight into the way that the students went about solving the problems. It also supported the students to see a range of strategies and learn from each other.
|Case Study, Netherlands, Math D, TI-Nspire, TI-Navigator, TI-Nspire Navigator, binominal test, tests, Secondary School|
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?
|Case Study, Sweden, IB school, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, exponential functions, probe, File Transfer, Screen Capture, Live Presenter |
George Watson’s College is a mixed independent school and I have been using the TI-NspireTM NavigatorTM since October 2008 with most of my classes (students: 11-12 year olds following the compulsory secondary mathematics curriculum). In this lesson I used the File transfer, Screen Capture and Class Analysis features.
I thought that this lesson activity gave my students an opportunity to interpret mathematics by devising and describing in words the general relationships between angles. Some of the weaker students preferred to describe things in terms of the numbers shown on their diagram in its static form. However, as I was able to identify who these people were using Screen Capture, I was able to individually guide them towards trying to describe the relationship in more general terms using words, or angle labelling conventions, rather than just numbers.
Using Screen Capture enabled me to effectively target individual support to those in the class who needed it most.
|Case Study, Scotland, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, angles, Screen Capture, File Transfers, Class Analysis|
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.
|Case Study, Sweden, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, IB school, Screen Capture, Class Analysis, circles |
Blue Coat School is a state secondary school for students aged 11-18 years in Walsall, UK. I have been using TI-Nspire Navigator since May 2009 and this was the first time this class had used the TI-NspireTM handhelds or TI-Nspire Navigator. In this lesson I used Screen Capture and Live Presenter. This class of eight students were working at a level below their age-related expectation.
The students were very engaged throughout the lesson and, despite being some of the weakest students in their year group, they were very motivated by their individual contribution to the class task and were also keen to support each other with ideas and approaches. The students grew in their confidence to use the correct mathematical vocabulary to describe their patterns and the position of the geometric objects within it.
|Case Study, UK,TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, line, simmetry, Screnn Capture, Live presenter|
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
|Case Study, Sweden, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, lines, points|
Blue Coat School is a state secondary school for students aged 11-18 years in Walsall, UK. Some of the students in this class have been using the TI-Nspire handhelds since 2008 and I have been using TI-NspireTM Navigator with these students since May 2009. In this lesson I used File transfer, Screen Capture, Live Presenter and File collection.
All of the students were able to see very quickly that, when the condition for the areas being equal was true, the triangles appeared to be right angled and, having recorded this ‘rule’ in their own words, I felt that we were in a good position to try to apply this to a new problem in a subsequent lesson when we would look at more traditional problems involving Pythagoras’ theorem.
|Case study, UK, TI-Nspire-Ti-Navigator,TI-Nspire Navigator, Secondary School, File transfer, Screen Capture, Live Presenter, File collection |
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.
|Case Study, Netherlands, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, quadratic functionsFile Transfer, Screen Capture, Live presenter |
George Watson’s College is a mixed independent school and I have been using the TI-Nspire Navigatorsince October 2008 with most of my classes. In this lesson I used the File transfer, Screen Capture and Quick Poll features.
The students had the opportunity to explore a numerical sequence displayed to them as a graph. This forced them to look at the trends in the terms of the sequence and not just the numbers. The sharing of thoughts at the ‘half-way’ stage led in several cases of students checking some of the declarations that had been made by their peers and revising their own statements in response.
|Case Study, Scotland, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, recurrence relations, File Transfer, Screen Capture, Quick Poll|
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.
|Case Study,Uk, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, transformations, functions, Screen Capture|
George Watson’s College is a mixed independent school and I have been using the TI-Nspire Navigator since October 2008 with most of my classes. In this lesson I used the Screen Capture feature.
The students own explorations led them to notice different features. Some students thought that the rule was to do with multiples, or with odd and even numbers whilst others were able to come up with their own correct versions of the condition. By collecting back the students’ TI-Nspire files I gained an insight into their emerging thinking. The students were also beginning to become mathematically inquisitive and explore negative and decimal values for the lengths of the triangles’ sides.
|Case Study, Scotland, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, triangles, Screen Capture|
TI-Nspire technology made possible a whole new way of teaching with major improvements in performance on the new NY State Regents exam.
The class was mostly paperless, and had no textbook. Everything was distributed electronically via the TI-Nspire Handhelds and class web site.
|TI-Nspire, Algebra 2, Trigonometry, Low income, at risk, special needs, white|
Now, with the use of TI-Navigator, I KNOW exactly where my students are in the Navigator activity. For one example, during the 09/10 year I was using a Match My Graph activity with a small group of geometry students reviewing algebraic concepts. With the Navigator I received feedback on each problem.
|TI-Navigator, Geometry, Mathlab, TI-Nspire, TI-84, TI SmartView, Alternative School, At Risk, Special Needs, Special Education, IEP, Case Study|
This Geometry educator saw gains on quizzes and a chapter test in comparison to results from teaching the same unit the previous year without TI-Nspire technology
|TI-Nspire, Geometry, Texas, Hispanic, African American, White|
For the 2008-2009 school year, 100% of the students in Ms. Knox’s class demonstrated proficiency in the state’s End-of-Instruction (EOI) test for Algebra 2 when the students’ home
school permitted use of the TI-Nspire handheld on the test. Students from the one school that did notexperienced a 75% pass rate). Compared to other similar classes in schools that
allowed calculators on the state test, this represents nearly a doubling of the proficiency rate. For the 2009-2010 school year, 33 of her 36 students passed; exceptional
circumstances account for two of the three students who were not proficient.
“It’s amazing how this is all working,” Ms. Knox comments. “Everyone loves to come to class.
The second they walk through the door they’re engaged.”
This success in teaching mathematics has enhanced the reputation of the Tech Center, Ms. Knox reports. “The Tech Centers have been known for watering down the course to get the kids to pass. Now, even the IEP kids are passing the state test. People used to write off the Tech Center kids. Administrators from the sending districts now say the Tech Centers are no problem – it’s a new reputation. Now, we are known as the people who teach the math. In
fact, we were asked to provide the summer three-week remediation.”
Ms. Knox is also gaining converts among her colleagues. She reports that one of the sending school’s Algebra 2 teachers is getting a class set of TI-Nspire handhelds. No surprise, she’s
eager to show her system to her colleagues in all math subjects. “The TI-Nspire technology also works with geometry and calculus,” she says.
|TI-Nspire, At Risk, High School, Algebra 2, Special Needs, case study|
“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
|Case study, TI-84, Pre-Algebra, Algebra, Secondary, Graphing Calculators |
With a high-minority, low-income at-risk student body, TI-Navigator has become the backbone of a successful new way of engaging, high differentiated teaching of Algebra 1and 2.
|Algebra, TI-84, TI-Navigator, Case Study, Hispanic, Native American, Low Income, Alternative School, AZ|
Dr. Lapp gives an example of how he posed a problem to his students and they used multiple representations to solve the problem, building their own deeper understanding of the behavior of functions.
|Case study, TI-Nspire CAS, Pre-Service, Algebra, Calculus, Post-Secondary|
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.
|Case study, TI-Nspire CAS, Algebra, Texas, Secondary, white|
Ms. Gagnon finds TI-Nspire CAS manipulation and calculation capabilities to be easier to use than other geometry software. Both she and her students were familiar with the representation modes of most use in Geometry within a week of use.
|Case study, TI-Nspire CAS, Geometry, Secondary, laptop|
My research showed me that the calculator can be used to differentiate instruction for students of varying abilities, interests, and learning styles. To do this successfully, time needs to be built in for educators to become familiar with the calculator and the needs of their own students. The students' feedback gave me great insight into which activities were successful, those that needed to be modified, and those that needed to be abolished.
What surprised me most was how much it altered the way my classes thought about geometry...students...often discovered theorums before they were presented in class...I also saw struggling students make meaning out of complex concepts. In addition, student retention seemed to be increased.
|TI-Nspire, Geometry, High School, New York, White, differentiated instruction, case study|
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
|Case Study, TI-Nspire, Algebra, College prep, California, hispanic, white, ELL|
“The ability of TI-Nspire CAS technology to provide multiple, dynamically linked representations of graphs, equations and
tables proved particularly useful in teaching graphing and linear functions, one of the most important concepts in the
9th grade Math A curriculum. Despite the difficulty of the exam, the average score was 80% (it is normally in the low 70 percentile), and half of the class received an A or B grade.
|Case study, TI-Nspire CAS, Math A, New York, Title I, Pre-Service, african-american, hispanic|
“...“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.”
|Case study, TI-Nspire CAS, Algebra, California, white, hispanic, FRPL|
CSG Liudger is a state secondary school in the Netherlands. I have been using TI-Nspire handhelds and software with this group of students since September 2007 and TI-Nspire Navigator since May 2009. In this lesson I used File transfer, Screen Capture and Live Presenter features.
The students were able to use their existing knowledge of statistical variables such as the mean average and the median to confirm or refute their statistical hypotheses. They also considered how the use of different statistical graphs might support this process.
|Case Study, Netherlands, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, File Transfer, Screen Capture, Live Presenter, statistical variables |
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)
|Case Study, UK, TI-Nspire, TI-Navigator, TI-Nspire Navigator, Secondary School, Screen Capture, quadratic curves|
A qualitative study of TI-Nspire Navigator use in seven classrooms in five European countries found the teachers:
- developed new and supported existing formative assessment practices using screen capture & presenter;
-providing teachers with additional insight to enable them to provide thoughtful interventions during the lesson;
-promoting purposeful classroom discourse to enrich the teacher’s awareness of students’ existing mathematical knowledge;
-developing strategies for students’ peer assessment and self assessment.
-enabled the development of innovative mathematics tasks;
-focusing students’ attentions on making mathematical generalisations through generative questioning
-creating “shared learning space”
-generating the mathematical data to initiate the task
|TI-Nspire, TI-Navigator, TI-Nspire Navigator Europe, Secondary School, Qualitative, Case study|
Incorporating technology (including TI-Nspire CAS) into secondary math classess resulted in:
-- Increased frequency and speed of feedback
-- Perceived better quality, structure, and ease of understanding
-- Increased frequency of homework completion
-- Increased motivation
-- More focus on results
|TI-Nspire CAS, Norway, Secondary Math, Interactive Whiteboard, Geometry, Statistics, Functions, VLE, LMS|
With the ever changing landscape of American education, it is vital for schools to provide teachers and students with the latest forms of technology that can foster a positive learning environment for all students. The advancements that have occurred in technology and education have greatly helped both students and teachers have success in the classroom. In addition, with the increase in diverse learners and varying achievement levels found in each classroom, it is crucial for teachers to be able to modify their lessons and differentiate instruction so that all learners can achieve. One specific advancement in technology and education has been the Texas-Instruments product, the TI-Nspire Navigator. The TI-Nspire Navigator is a wireless device that connects to the back of the students’ calculator. Connection occurs through a router and a laptop. Once connected, the teacher can send the students questions, quizzes, or data to the calculator instantly. At that point, students respond to the question by sending their results back to the teacher. The information is displayed on the laptop in an organized form. It is the goal of this study was to determine how the TI-Nspire Navigator affects student achievement in the classroom.
Specifically, this study analyzed the use of the TI-Nspire Navigator in two mathematics classrooms – one 9th grade Algebra Regents class and one 10th grade Algebra Extended Class containing special education students. Data was collected over a six week period, through student and teacher surveys, quiz/test results, and teacher observations. The researcher analyzed and observed how student achievement changed when the TI-Nspire Navigator was incorporated into the classroom. Furthermore, data was collected to observe its role in increasing student achievement for not just the general education student, but the special needs student as well.
|TI-Navigator, TI-Nspire, New York, Algebra, Common Core Standards, CCSS, Special Education, Case Study|
The purpose of this action research study was to determine whether a more frequent integration of the TI-NspireTM into the pedagogy for my Advanced Algebra class would enhance the students’ achievement and increase their comfort with, usage of, and knowledge of graphing calculators in general and the TI-NspireTM in particular. I also wanted to determine students’ perceptions about the use of TI-NspireTM graphing calculators and technology in the teaching of Advanced Algebra. Pre- and post-surveys of the students were used to measure the students’ comfort with, usage of, and knowledge of graphing calculators in general and specifically the TI-NspireTM graphing calculator. Achievement was measured by students’ ability to reach scores of 89% on quizzes and tests. Students’ perceptions about the use of TI-NspireTM graphing calculators and technology in the teaching of Advanced Algebra were measured using a questionnaire at the end of the study. End of project interviews with participants and teacher journaling were also part of the study. Integration of TI-NspireTM graphing calculators into my pedagogy did have a positive effect on enhancing my students’ achievement on exams while also increasing their comfort with, usage of, and knowledge of graphing calculators in general and specifically the TI-NspireTM graphing calculator. I was also able to determine that my students had positive perceptions regarding the TI-NspireTM and the use of technology in the teaching of Advanced Algebra.
|TI-Nspire, Algebra, Case Study, Action Research|
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.
|TI-Nspire, UK, England, Secondary Maths, case study|
During seven chemistry lessons students from grade 9 and 10 conducted three chemical experiments. They used the calculator TI-Nspire and different sensors for recording data and providing the corresponding graphs. Central aims of the study were to find out what students think about the use of the hardware and software, what advantages and disadvantages they see and how useful the obtained graphs are for them to interpret the experiments and find out general rules. The study included 350 pupils from 7 different schools in 4 different federal states of Germany.
|TI-Nspire, Case Studies, Case Study, Science, Chemistry, Germany, Sensors, High School|
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.
|Pre-service, TI-Nspire, middle school, high school, case study|
This case study reports on trials of TI-Nspire mobile handhelds in mathematics and science classes of 12 Lycees in 10 cities in France, involving 17 classes and 480 students. The goal was to evaluate impact on teaching, and on classroom culture. This pilot project is part of an ongoing series of similar projects throughout Europe since 2008.
Cette solution s’inscrit pleinement dans les programmes
de mathématiques en France qui demandent à intégrer
au maximum les TICE et ce, sans dédoublement de classe.
|TI-Nspire, France, Lycee, Case Study|
Prior to the project, 93% of teachers indicated that they never used supplemental materials in algebra or
geometry in the classrooms. Since purchasing the TI-Nspire calculators for all students, daily classroom
usage of the equipment increased to 77%. Sixty percent of teachers said their students use the calculators
for in-class inquiry-based explorations using the calculator’s scientific functions. Additionally, math
benchmark test data show that the classes furthest along in implementation (utilizing the technology most
consistently) demonstrate the greatest score gains.
|MathForward, TI-Nspire, TI-Navigator, STEM, DoDEA, Clover Park, Case Study, Science|
To assess the effectiveness of the use of GDCs though real world examples I designed a pre- and post- test to be given before and after a mini-unit involving three real world labs. The pre-test was administered after the normal discourse of the curricular unit on the applications of the derivative. However, shortly after administering the assessment, I had doubts regarding the validity of the scores. Because of the nature of the study and not wanting to penalize students unnecessarily, I did not factor the grade of this assessment into their nine weeks grade. Because of this, students did not prepare themselves as well as they would have had this test counted. Regardless, increases in scores from the pre-test to the post-test should not be summarily dismissed as the increases in scores were not totally due to a lack of preparation and an increased time in studying the content. In fact, an examination of the test scores found in Table 1 shows the class average increasing 34.5 percentage points. Further, not one student decreased scores from the pre-test to the post-test.
50% of the students surveyed responded that they understood little of the content assessed before the mini unit on GDCs. However, after the mini unit, 100% of those surveyed said they understood at least a good amount of the material with 38% stating they felt very comfortable with the content assessed.
|TI-89, TI-Nspire CAS, AP, Advanced Placement, Calculus, Florida, Case Study|
Research of technology used in mathematics education has been mainly focused on the calculators. Therefore it has been of great value, as in this study, also to study how teachers and students can use laptops with TI-Nspire technology and software, with or without concomitant use of handheld devices. Of particular interest has also been examining possible changes in teachers' teaching experience, the students' problem-solving methods and the students' math¬ematical learning and deeper understanding of mathematics, and other outcomes of education in this technological learning environment. Eight classes of students in theoretical programmes at upper secondary level in southern and central Sweden, as well as their teachers, were using TI-Nspire CAS in a regular course, Mathematics A or Mathematics B, during a whole semester. They used the software and/or handhelds continuously during the course and also, where appropriate, implemented the national test on laptops. Experiences of students and teachers, concerning opportunities and the positive sides as well as obstacles and problems, agree well. Almost all showed significant progress during the study, both in terms of management of technology in the math work, and when it comes to integrating it into a high-quality learning environment. A majority of the students testified about the positive impact that the use of technology had on their view of mathematics and of what mathematical activities would include. This raised at a great extent their interest in the subject and gave them more confidence towards mathematics. Perhaps the most important results of this study are how TI-Nspire software on laptops could be used in regular education in courses at upper secondary level. Its various possibilities, of technical, mathematical and conceptual nature, have had the opportunity to appear in this relatively long study. But also the various obstacles and risks of this type of technology were identified, and teachers' approaches to them have been reported. They agree that CAS represents a difficulty, especially for low-performing students, but also carries an incredibly pow-erful potential in mathematics. Experiences from the use in the national tests were positive, and the barriers that existed for the use of laptops could in practice be eliminated. Special attention has been given in the study to the question if the combination of handheld unit and computer has added something extra to education. The results indicate that there are several reasons to consider this technical solution, such as the hand units being better in certain situations; for quick calculations, for tests and in other subjects; while computers presenting an advantage for working with graphs or to solve larger problems and finally to document them. This indicates that implementation of new technology must always be preceded by a careful analysis of how it is meant to be used in education in practice.
|CAS, computer, digital, high school, laptop, national test, technology, TI-Nspire, upper secondary, Case Study|
In mathematics education teachers experience a constant lack of time to properly instruct their students. In the Netherlands the contact time for mathematics in secondary education during the last fifteen years again declined. Mathematics is also perceived as difficult by students. This research focuses on the question: how can we better utilize contact time in mathematics education?
Meta-analyses of learning outcomes, such as those described by Hattie (2009), show that feedback is one of the most powerful single tools for improving learning achievements. In this study we explore the possibility of graphing calculators (GR), connected to the teacher computer through the use of a wireless network, to improve the feedback in mathematics education. First, students received immediate feedback on their worked out mathematics assignments GR and second, the teacher, usually in the next lesson, gave feedback on the work of the students, supported by an analysis of that work through the system. This study focused primarily on the development of 'data literacy' among students, while the 'algorithmic skills' were not forgotten.
In four stages, a prototype of the intervention designed, tested, evaluated and adjusted in nine groups of students. The mathematics teachers and their students are generally enthusiastic about the results. They for instance recommend to spend half of each lesson working this way. Though, the teachers explicitly state that they have experienced a tough workload while mastering this way of teaching. The study makes the conditions to be met before the method can be successful explicit.
|TI-Nspire CAS, Statistics education, Secondary School, Feedback, Professional Development, Classroom Networking, TI-Navigator, TI-89, The Netherlands, Graphing Calculator, Design research, case study|