| The Pedagogical Potential of TI-NspireTM
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| TI-Nspire technology extends current graphics calculator technology in ways that fit with research recommendations. Two important enhanced capabilities are (1) dynamically-linked multiple representations and (2) save and review of student work.
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| How is classroom use of TI-Nspire™ and the TI-Nspire™ Navigator™ System enhancing pupil engagement, collaboration and learning?
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| Research on teachers’ use of TI-Nspire in mathematics and science classrooms shows that the unique capabilities of this new generation of handheld device help teachers engage learners in exploration, focus on conceptual understanding, and deepen learners’ work with mathematical and scientific models. In addition, research suggests that integration of the TI-Nspire Navigator System will further enhance classroom collaboration and formative assessment.
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| Why is having access to portable handheld devices in a teacher’s own maths classroom better than going to an ICT suite?
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| Portable handheld devices in the teachers’ own classroom enable frequent, integral use of technology in teaching, whereas when a teacher and students must go to a different room, ICT is likely to be occasional and peripheral to the learning process. Frequent, integrated use in teaching provides greater benefits from an investment in technology.
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| Why should a teacher use technology in his or her mathematics classroom?
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| Technology can reduce the effort devoted to tedious computations and increase learner focus on more important mathematics. Equally importantly, technology can represent maths in ways that help learners understand concepts. In combination, these features can enable teachers to improve both how and what pupils learn.
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| What are the benefits of graphics calculators for learners in developmental mathematics courses at the post-secondary level?
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| Existing research suggests that integration of graphics calculators can improve learner conceptual understanding, attitudes toward maths and retention in college level studies in maths and related fields.
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| How can teachers translate learners’ positive attitudes towards ICTs into better mathematics learning?
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| Most of today’s students like technology. Yet liking technology does not automatically translate into better learning. To make the link, teachers can give students more responsibility for their own learning and challenge students with substantive mathematical problems. Benefits include increased persistence in solving problems, and greater willingness to take on challenging problems requiring deep understanding.
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| Why should mathematics educators consider using technology with Computer Algebra System (CAS) features?
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| Some mathematics tools can input symbolic expressions, but output only numbers or graphs. CAS technology, however, can also output symbolic mathematical expressions. Researchers recommend that teachers use CAS features to focus on concepts, personalise the curricular sequence to fit student needs, and emphasise meaningful mathematical tasks. Although we await evidence based on the strongest research designs, studies throughout the world consistently report benefits when teachers integrate CAS with a focus on learning maths concepts.
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