 |
| Prior to the launch of TI-Nspire in the UK, we commenced a pilot project in 14 classrooms across England. The University of Chichester is also conducting an action research study, which will report its findings in the summer of 2008. A similar pilot project will commence in Scotland in Autumn 2008.
The study is designed to qualitatively evaluate the impact of using the TI-Nspire learning platform in secondary school mathematics classrooms. This research should build cumulatively on existing understanding of teaching secondary mathematics with technology, by concentrating on pedagogies which exploits the new functionality offered by TI-Nspire as a stand-alone ICT tool for mathematics.
The objectives are to:
|
| • | Trial TI-Nspire in secondary mathematics classroom settings and gain feedback from teachers and learners on their experiences. |
| • | Develop and/or validate teaching resources and approaches which exploit the advanced capabilities of TI-Nspire in unique and innovative ways in secondary mathematics classrooms. |
| • | Provide a significant professional development experience for all involved to inform the nature and level of professional development support offered by TI and the T3 network for TI-Nspire. |
|
|
| The England pilot study commenced in July 2007 when pilot site teachers used the handheld device for the first time, in the context of unit- or lesson-sized teaching trials which also used available sample curriculum materials and materials adapted by the teachers from other sources.
Of particular research interest are two new capabilities of TI-Nspire: document-based content and the ability to display multiple representations which are dynamically connected and in a single plane. The document-based content system is an organised presentation of multiple screens of mathematics which can be saved, shared, annotated, and revisited. The multiple representation capability dynamically links graphical curves, axes, equations and tables in simultaneous displays, such that a change in one representation is carried through to the others.
Any lesson using technology can have three content “layers: a “tool” layer (operating the technology), a “procedure” layer (emphasising low-level procedures and declarative knowledge), and a “deep understanding” layer leading to mastery (emphasising context, connections and strategies). It is our hope that the design of TI-Nspire makes it possible (and more likely) to spend more time on the highest layer of content.
Details from the Research Report, published by the University of Chichester, will be available here in August 2008.
|
Country: UK and Ireland
