Skip to main content


Connecting mathematics in the connected classroom:TI-Nspire™ Navigator™ 

Alternate Title





University of Chichester 


Clark-Wilson, Alison 




University of Chichester 


The Mathematics Centre 


Chichester, UK 


This international study examined first-year use of TI-Navigator with TI-Nspire. 




TI-Nspire, TI-Navigator, Europe, UK, Netherlands, Scotland, Sweden 

Document Content

Screen Capture: most commonly used feature (used in 92% of the lessons:

- Used to monitor students activity during the lessons;
“Screen Capture gave me instant feedback throughout regarding student progress.  As a teacher you develop a sense of how a lesson is progressing based on the level of noise, the snippets of conversation that you hear, etc.  However, in this lesson I was able to ‘see’ what students were doing.  This adds to the other sensitivities that I have so that I am able to make better judgments. “

- Guided teachers on when to intervene: the teachers used the initial Screen Capture view to identify particular students (or their screens) as the focus for the whole class discourse.

- Used to promote and initiate classroom discourse (with potential to increase quality);
Used to promote and support peer- and self- assessment strategies;
“The students could ‘learn from each other and see their mistakes” ;

‘It is really fantastic to see how much the students learn by just looking at each other on Screen Capture’

“Some students also watched to get ideas and support” ;

- Used to collaboratively construct mathematical generalisations (opportunity to fundamentally change the style of mathematics tasks through generative questioning.);

‘”After some exploration there were 16 screens with all different situations’”;

“ I wanted the students to ‘see the different lines that they had all drawn through the same point”

“I wanted Screen Capture to ‘show a variety of results... the idea being that we could all see that right angled triangles gave the right solution”;-

Quick poll: used on 42% of the lessons:

- No obvious trends in usage;

- Focusing act to initiate the start of lesson activities;

-Focusing students’ attention for key part of the lesson;

-Initiate or finalize  class discussion on a particular mathematical feature, concept or fact;

-Checking students’ understanding of a particular mathematical feature, concept or fact;

Live presenter: used on 40% of the lessons:

- Supporting the development of students TI-Nspire skills;
“Making students Live Presenter, they explained to each other where to find the different menu commands”

- To introduce and develop the mathematics tasks;

- Students’ sharing of mathematical observations, outcomes, and insights;
“I had a student who just summarised the impact of different values of a’”;
“I asked a student to explain What are you moving?”;
“I ‘made one student Live Presenter so that she could make up a question for the class”;
“I made students Live Presenter and let them explain their theories’”

File collection, Class Analysis, File redistribution: limited usage during the research observation period

- In the countries involved in the pilot, teachers said that normally they only formally assess homework and tests and do not habitually collect class work from their students

-  The teachers felt that they had gained a substantial amount of information about their students’ progress during the lesson by just using Screen Capture and that they did not need to collect back the students’ files.

This implies that professional development might be needed to highlight how Class Analysis could guide planning of subsequent teaching that is more closely aligned to their students’ needs (could be for Master-level users).
Clark-Wilson 2009 TI-Nspire Navigator final report.pdf    
Created at 10/10/2011 10:10 AM  by SP017\rfoshay 
Last modified at 10/10/2011 10:10 AM  by SP017\rfoshay