Students in the TI-Nspire group tended to use more graphical representations. This study provides preliminary evidence that technology-enhanced instruction can influence students’ use of multiple representations while solving mathematical word problems.

This exploratory study investigated the effects of instruction enhanced by the TI-Nspire on student achievement, students’ perceptions of technology use during instruction, problem solving success, problem-solving solution strategies, and the relationship between the number of strategies students used to solve a problem and success.

Pre-publication draft -- do not quote without permission of the authors.