Students showed improvement in the areas of: conceptual understanding, classroom interactions, quantity and quality of responses, time on task and time to start tasks

The university school is a ‘research school’ affiliated with the CRDG, although the students are representative of the population.  The curriculum was developed by CRDG, and would be considered ‘reform based’: focus on problem solving, communication, collaboration, and connected topics—the emphasis on collaboration and communication in this program made it an ideal situation for TI-Navigator; so it may have been easier to adapt to the technology than other sites not used to this teaching style.  Students keep a math journal (with prompted questions from the curriculum), which was used in the study to gather anecdotal comments. 

Both groups used the set of TI-84Plus SEs and the tasks were identical, only the experimental group used TI-Navigator.

Attitudinal Survey:
In general the Navigator group changed to more positive attitudes about calculators.  There were technology glitches with the beta software, which affected the survey. 

Content Assessment:
Achievement measure was two forms (pretest, posttest) with released TIMSS items.  Navigator group scored better on posttest than control group (no measures of statistical significance were presented).  Item analysis showed that both groups performed the same on graphing skill items, but the Navigator group did better on conceptual understanding items.  Journal entries and open response questions backed this up.