The study investigated an instructional model, using TI-Nspire, specifically
designed to promote students’ construction of understanding. The document-based
feature of TI-Nspire and the display of multiple representations were utilized for teaching
and learning at the University Laboratory School during a two-week period from
September 10 – September 21, 2007. 
There are at least two interesting observations from the data in the table above.
1. There is a drastic difference in the first two rows. While either method,
bracketing equally about an x-value or using an x-value as one fixed point, no
one in G2 used the bracketing procedure. The video is still being analyzed to
see how the difference in instruction between G1 and G2 may have affected
students methods.
2. In G1 there six different ineffective strategies used while in G2 there were
only 2 [and only 1 if you do not count no strategy as a strategy].
The use of the Nspire did not differ much between the two, with four in each
group indicating use. However we speculate that the use of Nspire during instruction in
G2 led many students to the strategy of “Use x value as one point”.