Classroom Connectivity in Mathematics and Science
In the first year of a large-scale, multi-state experimental study of the effects of TI-Navigator use in Algebra 1, the treatment group outperformed the control group in algebra performance.  The size of the effect was moderate (e.s.=.30, or about 14%difference in treatment-control group achievement), and occurred among items involving the coordinate plane, the most visual content.  Note that the control group used TI-84 graphing calculators without TI-Navigator, so the effect can be attributed to changes in teaching surrounding use of TI-Navigator.

Center for Technology in Learning
In experimental studies at The Ohio State University and York University, and in a controlled study of MathForward sites, the TI-Navigator system was used to create a “connected classroom” in which teachers were able to easily gain more information about students’ mathematical thinking. Each of the studies employed a rigorous design and found clear benefits for student achievement, as well as other important variables such as students’ self-efficacy and enjoyment of mathematics classrooms. We emphasize that for these benefits to occur, teachers must leverage additional information about students thinking in their practice–for example, by adapting instruction to better fit students’ needs.

York University
This quasi-experimental study provides moderately strong evidence that:

• In the main implementation year of the study, academic math classes using TI-Navigator with PD learned significantly more than similar classes without TI-Navigator.  A non-significant but positive trend also was found in the applied classes, which also showed other positive effects. 
• A follow-up longitudinal analysis of a subset of participants the following year showed continued positive effects in qualitative data.  The subset was too small for adequately sensitive quantitative analysis.
• Teachers were very positive about the effects of TI-Navigator use on students, noting that students enjoyed the activities and were motivated to participate.

The researchers concluded that use of TI-Navigator can encourage a more open pedagogy (i.e., one that is in line with NCTM precepts) when teachers believe that mathematics is socially constructed and that mathematics teaching must involve students in investigating and discussing mathematics.

University of Texas - Austin
The Gear Up III Creating a Vision project is a mathematics education intervention program implemented in 7 small school districts in the rural area surrounding the Laredo, Texas area with primarily Hispanic students. The 2008-2009 academic year was the first year of implementation using the TI-Navigator system with TI- 84 graphing calculators. High performing students increased their TAKS scores significantly, while the program had no effect on low performing students.

University of Texas
A quasi-experimental study of the TI-Navigator system in a Texas Algebra classroom concluded that use of the TI-Navigator system as prescribed in the intervention was effective in improving outcomes related to learning the Algebra objectives assessed on the 9th Grade TAKS.

University of Hawaii
An experimental study of two 8th grade Algebra 1 classes, both using TI-84 Plus Silver Edition graphing calculators and one using the TI-Navigator system, compared achievement on conceptual and skill items based on the study of linear equations. The study found:

• Students showed improvement in the areas of conceptual understanding, classroom interactions, quantity and quality of responses, time on task and time to start tasks when teachers incorporated the TI-Navigator system with graphing calculators into their instruction.
  
• Item analysis showed that both classes performed at the same skill level on graphing, but the class that also used the TI-Navigator system experienced greater conceptual understanding. 
  
• Use of the TI-Navigator system prompts students to engage on tasks faster, remain focused, and take part in productive group interaction. 
  
• Observational data showed that response times by students using the TI-Navigator system to initiate tasks was significantly faster compared to students using only graphing calculators. The time on the task was reported to be longer as well. The same data shows that the TI-Navigator system provided in-depth discussion points, leading to improved student interaction and collaboration.

Research Institute on Mathematical Education (IREM), National Institute on Education Research (INRP)
University of Lyon, France
A qualitative case study in France of three classes in four secondary schools observed changes in the math content and pedagogical processes due to the TI-Navigator classroom network. The paper presents a theoretical framework for analysis of these interactions. The researchers concluded that students' behavior seems to be deeply modified by public display (anonymous or not) of their work. While French students are often unresponsive when teachers ask them to create mathematics objects, this system seems to make them freer to display what they created. For example, displaying calculator screens with the system's Screen Capture feature produces several effects on the students:

• The first displayed products help the other students to go ahead.
• As the responses proposed by the students are often very different, each student can use a number of ways to find an answer - not only one as in a traditional course.
• Students often try to produce the most complicated object they can.

In the future, when students get used to working with this system, researchers want to observe if most students do not wait for the first answer and just copy it.

SRI International, Inc.
An interpretive review of the research basis of the TI-Navigator system concluded:

• The TI-Navigator system supports multiple question types and provides immediate feedback and assessment, helps direct students toward mastery-oriented goals, engages prior knowledge by collecting everyone's responses to problems and showing variations, facilitates conceptual reasoning, and fosters collaboration.
  
• Students are more engaged, able to understand complex subjects, more interested in topics, able to gauge their own level of understanding and more willing to take part in discussions when the TI-Navigator system is incorporated into classroom instruction. 
  
• Teachers are able to promote greater discussions and interactivity, assess and guide student performance, and extend the classroom topics beyond the allotted class time when the TI-Navigator system is incorporated into classroom instruction.

Research Note #13
Research on teachers’ use of TI-Nspire technology 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 forthcoming integration of the TI-Nspire Navigator System will further enhance classroom collaboration and formative assessment.

University of Chichester
A qualitative study of TI-Nspire Navigator use in seven classrooms in five European countries found the teachers:
-developed new and supported existing formative assessment practices using screen capture & presenter

• providing teachers with additional insight to enable them to provide thoughtful interventions during the lesson;
  
• promoting purposeful classroom discourse to enrich the teacher’s awareness of students’ existing mathematical knowledge;
  
• developing strategies for students’ peer assessment and self assessment.
  
• -enabled the development of innovative mathematics tasks;
• focusing students’ attentions on making mathematical generalisations through generative questioning
  
• creating “shared learning space”
  
• generating the mathematical data to initiate the task

Clark-Wilson 2010
It is generally accepted that the introduction of networked technologies to the mathematics classroom can stimulate an irreversible change within the classroom concerning: the role of the teacher; the nature of the classroom tasks; and the way in which students engage in the process of learning mathematics. This qualitative study of teachers' developing practices with the TI-Nspire Navigator describes the emergence of a range of formative assessment practices. The implication of these practices on desirable learning opportunities (as described by the teachers themselves) is discussed.

Slovin, Olson et al. 2010
For two seventh-grade teachers who are participants in project FANC, three changes were observed. First, the use of technology prompted each teacher to reconsider his instructional approach and the manner in which he interacted with students. Changes included: (1) more open-questioning; (2) students were able to process the content in a more sophisticated way; (3) dilemmas for each teacher in how to use the formative assessment information made available by the networked technology.

Pape, Irving et al. (in press)
Classroom Connectivity Technology (CCT) can serve as a tool for creating contexts in which students engage in mathematical thinking leading to understanding. We theorize four principles of effective mathematics instruction incorporating CCT based on examination of teachers‟ use of CCT within their Algebra I classrooms across four years. Effective implementation of CCT is dependent upon (1) the creation and implementation of mathematical tasks that support examination of patterns leading to generalizations and conceptual development; (2) classroom interactions that focus mathematical thinking within students and the collective class; (3) formative assessment leading to teachers‟ and students‟ increased knowledge of students‟ present understandings; and (4) sustained engagement in mathematical thinking. Each of these principles is discussed in term of its implications for teacher knowledge (TPACK).

SRI International
We propose a pedagogical model based on the concept of interactivity. By interactivity, we mean increasing the quality and frequency of back-and-forth interplay among the teacher, her students, and the mathematical content at hand. Technology can enhance many forms of interactivity