Year: 2010

Publisher: Journal of the Research Center for Educational Technology (RCET)

Author: Foley, G. D., & Strayer, J. F. R., Blake.

Language: English

Institution: Kent State University, Ohio

Department: Mathematics education

City: Kent, OH

Abstract: Quantifying Uncertainty and Analyzing Numerical Trends (QUANT) 1 is a yearlong professional development program for high school mathematics teachers that is designed to develop their statistical proficiency for teaching. The approach used to develop such proficiency is technological pedagogical content knowledge in the areas of measurement, data collection, data analysis, probability, and statistics, combined with a classroom implementation focus on selecting, setting up, and enacting cognitively demanding tasks. This paper describes the QUANT program, its aims, the role of technology in the program, and the results from a series of exploratory investigations to measure and evaluate the program’s effectiveness. These studies have involved a total of 23 practicing teachers, and they have been used to refine and shape this ongoing professional development effort.

Reference: Journal article

Keywords: TI-Nspire CAS, Probability, Professional Development, High School

Document Content: Foley, G. D., Strayer, J. F., & Regan, B. (2010). High school mathematics teacher professional development in data analysis, probability, and statistics. Journal of the Research Center for Educational Technology, 6(2), 4–17. http://www.rcetj.org/index.php/rcetj/article/view/132/217 The QUANT program is designed to develop teachers’ technological pedagogical content knowledge (TPACK) in order to improve their statistical proficiency for teaching. TPACK is an integration of a teacher’s content knowledge, pedagogical expertise, and facility with technology (Mishra & Koehler, 2006; Niess, 2005; Niess et al., 2008). TPACK is the “Total PACKage” for teaching with technology (Thompson & Mishra, 2007–2008, p. 38). QUANT does not seek to better a teacher’s technological knowledge in isolation but rather in combination with pedagogical techniques and content knowledge. Thus, the QUANT professional development program is aligned with the Mathematics TPACK Framework of the Association of Mathematics Teacher Educators (2009). The technology used in QUANT includes the TI-Nspire CAS [computer algebra system] (2010) handheld computer and associated computer software as well as interactive digital boards, the TI Navigator local area network system for the TI-Nspire CAS, and a variety of handheld data collection devices used in conjunction with the TI-Nspire CAS.

Year: 2012

Publisher: Proceedings of CISTI (Iberian Conference on Information Systems & Technologies)

Author: Cunha, E., Coutinho, C., & Aparício, R.

Language: Portugese

Institution: Escola Secundária de Barcelos

Department: Departamento de Matemática e Ciências Experimentais

City: Barcelos, Portugal

Abstract: Neste artigo pretendemos apresentar alguns resultados de um estudo parcelar, com recurso a tecnologia de comunicação sem fios em sala de aula, no âmbito de um projeto piloto de investigação em Educação, intitulado "Cenários de aprendizagem com tecnologia de comunicação sem fios: estudo longitudinal no Ensino Secundário", a realizar-se na Universidade do Minho. A utilização da tecnologia TI-Nspire Navigator, que permite a comunicação sem fios entre o professor e os seus alunos, teve lugar em duas aulas de Matemática na introdução do tema, de 11°ano de Matemática, Programação Linear de 7 turmas de 2 escolas do norte de Portugal. A análise aqui apresentada baseia nos dados recolhidos pela ferramenta portefólio do software TINavigator, nomeadamente as respostas dos alunos a questÕes submetidas pelo professor e o tempo de envio e correção das respostas.

Reference: Report

Keywords: TI-Nspire, TI-Navigator, High School, Portugal

Document Content: Cunha, E., Coutinho, C., & Aparício, R. (2012, June 2012). TI-Nspire Navigator na aprendizagem Matemática: resultados parcelares de um estudo longitudinal. (Portuguese). Paper presented at the CISTI (Iberian Conference on Information Systems & Technologies / Conferência Ibérica de Sistemas e Tecnologias de Informação) Proceedings. EBSCO Accession #82744743 In this article we intend to present some results of a study piecemeal, using wireless communication technology in the classroom, as part of a pilot project for research in Education, entitled "Scenarios learning technology with wireless communication: study longitudinal Secondary Education, "to be held at the University of Minho. Using technology TI-Nspire Navigator, which enables wireless communication between the teacher and his students, took place in two math classes in introducing the theme of Year 11 Mathematics, Linear Programming of 7 classes of two schools in the north Portugal. The analysis presented here is based on data collected by the tool portfolio of TI-Navigator software, including the students' responses to questions submitted by the teacher and the response time and correct answers.

Publisher: J. Computers in Mathematics and Science Teaching

Author: Case, Erin and Pape, Stephen J.

Language: English

Institution: University of Florida

Department: Mathematics Education

City: Gainesville, FL

Abstract: This case study documents the struggles and successes encountered by a pre-calculus teacher while using classroom connectivity technology (CCT) daily in her community college mathematics course. CCT refers to a wireless communication system that connects a teacher’s computer with an individual student’s handheld calculator and has been associated with positive academic outcomes (Pape et al., 2011). CCT allows the instructor to send documents, collect student responses, and project student work for classroom discussion. Due to the increased complexity of teaching using CCT, however, teachers often struggle with initial implementation. For example, the instructor struggled with a lack of time to plan and execute activities using CCT. She also had to develop an understanding of how to use CCT effectively and how to resolve technical issues that arose during the lesson. The instructor also experienced numerous successes. CCT was used for formative assessment, to promote involvement among students, and to exhibit and connect multiple representations of a mathematical concept. This case study provides mathematics educators seeking to understand the costs and benefits of implementing CCT with valuable insight into issues of early implementation.

Reference: Journal article

Keywords: TI-Nspire, TI-Navigator, Community College, Pre-Calculus, Florida

Document Content: Case, E., & Pape, S. J. (2013). Struggles and Successes Implementing Classroom Communication Technology in a College Pre-Calculus Course. Jl. of Computers in Mathematics and Science Teaching, 32(1), 473-492. Article is available from the journal.

Attachments: http://www.ti-researchlibrary.com/Lists/TI Education Technology Research Library/Attachments/303/Implementing TI-Navigator in College - Case + Pape 2013.pdf

Publisher: Pädagogische Hochschule Freiburg.

Author: Barbel, Barzel

Language: German

Institution: Pädagogische Hochschule Freiburg

City: Freiburg, Germany

Abstract: This document (attached) has the purpose to underline the value of CAS from teaching, learning and assessment point of view and all theses are supported from a long list of research references.

Reference: Report

Keywords: TI-Nspire CAS, Germany

Attachments: http://www.ti-researchlibrary.com/Lists/TI Education Technology Research Library/Attachments/249/Expertise zum Einsatz von CAS im MU - Barzel - 2011.PDF

Year: 2011

Publisher: Texas Instruments

Author: Dan Kennedy

Language: English

Institution: Project More HS

Department: Mathematics

City: Tucson, AZ

Abstract: 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.

Reference: Case study

Keywords: Algebra, TI-84, TI-Navigator, Case Study, Hispanic, Native American, Low Income, Alternative School, AZ

Attachments: http://www.ti-researchlibrary.com/Lists/TI Education Technology Research Library/Attachments/286/Case Study 40 - Kennedy.pdf

Publisher: Minot State University

Author: Fugleberg, Jonathan Nels

Language: English

Institution: Minot State University

Department: Department of Mathematics and Computer Science

City: Minot, ND

Abstract: 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.

Reference: Thesis

Keywords: TI-Nspire, Algebra, Case Study, Action Research

Document Content: Fugleberg, J. N. (2012). Enhancing Student Performance by Incorporating the TI-Nspire into Advanced Algebra. (M.A. Capstone Project), Minot State University, Minot, ND. Retrieved from http://yourspace.minotstateu.edu/laurie.geller/Capstone%20Examples/Final%20Capstone%20Projects/Jon%20Fugleberg%20Capstone%20Project.pdf

Publisher: Southwest Educational Development Laboratory

Author: Dimock, Vicki and Sherron, Todd

Language: English

Institution: Southwest Educational Development Laboratory

City: Austin, TX

Abstract: This study examined the use of graphing calculators over a one year time frame with students enrolled in Algebra I courses. Researchers sought to answer questions regarding the relationships among the use of graphing calculators on standardized assessments and student achievement, levels of access, and classroom use of graphing calculators. The researchers recruited participation in the study by high schools in two states. Students took two tests without using a graphing calculator then took a third test using a graphing calculator. Researchers examined data with a Repeated Measures General Linear Model (GLM), Multiple Regression, and Hierarchical Linear Modeling (HLM) to investigate differences and relationships between mathematics achievement, graphing calculators, and student and teacher variables. Researchers found that students demonstrated higher levels of math performance when a graphing calculator was used. There was a positive correlation between the residual gain scores and students using a classroom set of graphing calculators. Using HLM, researchers constructed a model where 12% of math achievement variability was statistically explained by: (1) student use of a graphing calculator; (2) student ownership of a graphing calculator; (3) student access and use of a classroom set of graphing calculator; (4) student familiarity in graphing more that one function; (5) teacher familiarity in writing a program using the graphing calculator; and (6) connecting graphing calculators to motion detectors, computers, or other graphing calculators.

Reference: Report

Keywords: Algebra, Texas, Secondary, TI-84, Graphing Calculator, Ownership

Document Content: Dimock, V., & Sherron, T. (2006). Final Report of A Study of the Impact of Graphing Calculator Use on State Assessments (pp. 123). Austin, TX: Southwest Educational Development Laboratory.

Attachments: http://www.ti-researchlibrary.com/Lists/TI Education Technology Research Library/Attachments/296/2-year GC Ownership Impact on Algebra and use on TAKS - Dimock - SEDL - 2006, Study (rev.)[1].pdf

Year: 2008

Publisher: Padagogische Hochschule Freiburg

Author: Herold, Raja, Barzel, Barbel

Language: English

Institution: University of Freiburg

Department: Graduate School of Education

City: Freiburg, Germany

Abstract: An overview over the current state of research reports and ongoing projects about the integration of graphic tools and computeralgebra in mathematics teaching was the aim of this bibliography report

Reference: Report

Keywords: Graphing Calculators, TI-Nspire, TI-84, TI-89, TI-Voyage, Germany

Document Content: An overview over the current state of research reports and ongoing projects about the integration of graphic tools and computeralgebra in mathematics teaching was the aim of this bibliography report. To understand the German situation in this field it is helpful to give a glimpse view on historical specifics in Germany. Graphic calculators (GC) and computer algebra systems (CAS) in mathematics education - there used to be two different ways of facing these new technologies when looking at different countries (Barzel 2006). On one hand, the development went from scientific calculators towards GCs until CAS was finally reached. This way was mainly broken by the USA, Australia and in Europe, the UK, Netherlands, all Scandinavian countries as well as the eastern German counties. In the newly-formed German states the GC is an inherent part since the 1990’s. Long-term studies started, such as Hentschel/ Pruzina (1995), in different counties and analysed the integration of a GC from grade 9 until A-levels from 1991 onwards. This way, going from scientific calculators to GC and just then to CAS, is much more straightforward for the teachers then going from the scientific calculator directly to a CAS. This second way was mainly broken by Austria, Switzerland and the West German counties. It is more difficult for the teachers to integrate the graphical abilities of the calculator as well as the algebraic functions at the same time than one after another. According to Weigand (2006) the discussion of the importance of CAS in maths classes can be divided into three main phases. The first phase began in 1988 when the CAS “Derive” was introduced on “personal computers”. Lots of discussions followed arguing about the meaning of basic mathematical skills when knowledge and skills could be passed from the head to the technology. That way a lot of complicated calculations such as polynomial long division, trigonometric calculations or transformation of terms could be facilitated. Unfortunately, there was very little research done in this time. The second phase started in December 1998 when the first handheld calculator TI-92 was introduced. Suddenly, it was no more necessary to go to the computer lab. Pupils could just take their calculator wherever they went. The discussion of how content and examination in maths classes should be changed started. Many suggestions of lesson designs were published by teachers and also first research projects were carried out. In the third and last phase which started at the beginning of the century the awareness appears along that GC and CAS only achieved partial of acceptance. Weigand names four different, possible reasons for the non-acceptance in Germany: 1) teachers’ attitudes: lack of familiarity with the tool, sorrow of losing important, mathematical basic skills, great importance to the traditional “paper-pencil-mathematics” 2) syllabuses and curricula: lack of integration of handheld calculators into the existing syllabuses, lack of change of learning content in respect of the use of handheld calculators 3) institutional demands: problem of various designs, fast change of versions, high price and social balance 4) construction of the tool: complicated handling, insufficient resolution of the screen, absence of development towards a pedagogical tool, high price, different types Unfortunately, we could not include all existing German publications in this field because many of them were published already in the early 1990’s. There have been esp. reports about various official projects initiated and oragnized by ministries of education in German counties such as Saxony, Baden-Wuerttemberg, Lower Saxony, North Rhine-Westfalia, Saxony Anhalt and Thuringia. These reports were published and dissiminated by the local ministries or their institutes for teaching training. The focus of this bibliography report is on official publications after the year 2000 and the ones that were not explicitly linked to a county government. The main aim of this report is to give an overview of the existing researches concerning the integration of technology into mathematics education. We, basically, divided our report into four main parts. First, we explain the design of the chapters. In the second part, we list all relevant researches just to give an overview. The third part presents a summary and an analysis of all included projects. As there are different kinds of researches concerning the integration of technology in maths classes, we subdivided this chapter into four sections. There is first of all, research projects which means that these ones have already finished and are serious researches. The following part presents research projects still in progress and where we can only present first results. We are looking forward to the final results. The third section includes case studies and projects without a clear research design, mainly just focussing on few lessons or special short-time sequences. In the fourth part of the third chapter, we give a list of the lately published ressources for maths lessons using CAS. All of them are designed and tried at school, so they base on experience. Beside a lot of papers concerning studies we have involved two position papers. One of these is by Schneider/Peschek (2002) that presents ideas and aspects for a theoretical framework coming from a communication theory (i.e. Fischer 2000). Schneider and Peschek declare the calculator an expert. Hence, the use of a graphic calculator is the training of communication with an expert. Another position paper is published by Barzel (2004) discussing the question whether integration of new media and opening up of processes in teaching and learning mathematics presuppose each other. She differentiates “new learning” into two main branches. First, the “interior method” is mentioned, saying that the teacher could open up the task. Beside, there is the “exterior method” with means that the way of teaching, the classroom organisation could be disclosed. Finally, we want to, of course, thank all authors who helped us to find the relevant papers and checked our summary for their own publications. Additionally, our thanks go to Texas Instruments for giving us the opportunity to write this report.

Attachments: http://www.ti-researchlibrary.com/Lists/TI Education Technology Research Library/Attachments/298/Overview of GC Research in Germany - 2008.pdf

Year: 2011

Publisher: Texas Instruments

Author: Van Dyken, Kymn

Language: English

Institution: Aspen Valley HS, Academy District 20

Department: Mathematics

City: Colorado Springs, CO

Abstract: 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.

Reference: Report

Keywords: TI-Navigator, Geometry, Mathlab, TI-Nspire, TI-84, TI SmartView, Alternative School, At Risk, Special Needs, Special Education, IEP, Case Study

Attachments: http://www.ti-researchlibrary.com/Lists/TI Education Technology Research Library/Attachments/299/Case Study 37 - Special Needs - Van Dyken 2010 (3).pdf

Publisher: T-cubed Europe

Author: Bohm, Josef, Forbes, Ian, Herweyers, Guido, Hugelshofter, Rene, Schomacker, Gert

Language: English

Institution: T-Cubed Europe

City: Munster, Germany

Abstract: There are many arguments for and against the use of CAS. This book sets out to provide an argumentative case for the use of CAS. The first section outlines of the key issues surrounding the use of CAS and the related research, which supports these findings. The next section details the ideas of teachers from various countries who already use CAS in teaching, learning and assessment. It sets out their experiences in terms of lesson ideas, teaching sessions, and the adaptations which have to be made to question types and examination papers, to assess suitably. The final section of the book outlines the arguments for and against the use of CAS ("the Advocatus Diaboli"), providing what the authors believe is a convincing case for the use of CAS in the teaching and learning of Mathematics.

Reference: Monograph

Keywords: CAS, TI-89, TI-Nspire, Europe, Algebra

Document Content: Bohm, J., Forbes, I., Herweyers, G., Hugelshofer, R., & Schomacker, G. (2004). The Case for CAS. Munster, Germany: Westfalische Wilhelms-Universitat.

Attachments: http://www.ti-researchlibrary.com/Lists/TI Education Technology Research Library/Attachments/297/The Case for CAS - Bohm 2004.pdf