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Conclusion - The design of TI-Nspire builds on and unites the strong research findings on how effective teaching with graphing calculators can enhance student learning.
An interpretive review of the research basis of TI-Nspire concluded:
- Teachers can draw insights from a rich literature substantiating effective use of graphing calculators and formative assessment in mathematics and science classrooms.
- Using the new document features of TI-Nspire, teachers can develop classroom practices that increase the time learners spend doing mathematics in an environment that has the ingredients for success:
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| • | increased support for mastering difficult concepts and skills; |
| • | high student participation; and |
| • | tools for reflective practice. |
 Reference: (SRI 2006) SRI, Inc., Menlo Park, CA
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Conclusion - Connected multiple representations are essential to conceptual understanding of mathematics, and central to the design of TI-Nspire. An interpretive review of the research basis of TI-Nspire concluded:
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| • | The research principle of multiple representations has guided evolution of TI graphing calculators and is implemented most completely in TI-Nspire handheld. |
| • | Linked multiple representation has been shown to be crucial in development of conceptual understanding and it is feasible only through use of a technology such as TI-Nspire, which provides simultaneous, dynamically linked representations of graphs, equations, data, and verbal explanations, such that a change in one representation is immediately reflected in the others. |
| • | TI-Nspire has enhanced representation and communication of important mathematical concepts, principles and high-level problem-solving strategies. |
Reference: (SRI 2006) SRI, Inc., Menlo Park, CA
See also: SRI, “The Pedagogical Potential of TI-Nspire”
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Conclusion - In TI-Nspire, connected multiple representations has the potential to manage cognitive load of complex problem solving, when used in well-designed learning activities. An interpretive review of the research basis of TI-Nspire concluded:
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| • | TI-Nspire’s dynamically linked multiple representations, when used in well-designed learning activities, will help learners manage cognitive load and engage in reasoning at the level of which they are developmentally capable. |
| • | This, in turn, allows learners to engage in high-level reasoning and problem-solving, rather than being forced to concentrate on low-level computation. |
Reference: (SRI 2006) SRI, Inc., Menlo Park, CA
See also: SRI, “The Pedagogical Potential of TI-Nspire”
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Conclusion - In TI-Nspire, the document model has the potential to make possible new teaching strategies and improved learning. An interpretive review of the research basis of TI-Nspire concluded that potential effects of use of TI-Nspire documents include:
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| • | Enhancing Reflection. Students learn more when they can reflect upon their work at a later time and take steps to improve it. |
| • | Enabling Formative Assessment. By reviewing saved work with students, teachers can monitor student understanding and adjust instruction accordingly. |
| • | Increasing Academic Learning Time. By saving their work and continuing it at home, in another class session, or in a study group, students can spend more time working on academic learning tasks. |
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| Teachers can also give learners problems which are half-completed, and then asking them questions like:
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| • | “why did the person do that?” or |
| • | “why do you think the solution is right or wrong?” or |
| • | “what would you do next?” or |
| • | “what do you think is going to happen next, when you run the equation against that data and generate a graph?” |
Reference: (SRI 2006) SRI, Inc., Menlo Park, CA
See also: SRI, “The Pedagogical Potential of TI-Nspire”
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