and pre- and post-tests, observing selected classes, meeting with student focus groups, interviewing teachers and department heads, and arranging for additional teacher support.
TI-Navigator on student achievement based on this year was not advisable. In our year one report, we presented and analysed the collected data to provide a rich picture of the study participants and their environment in preparation for our subsequent years’ work.
10 and (in some cases) into grade 11.
students in early secondary mathematics. In particular, we focused on helping teachers in the experimental schools extend their implementation via class discussions.
commonly used Ti-Navigator applications but all study teachers used activities recommended by colleagues or shared at the PD sessions.
development provided to the participating teachers during year two.
students in the observed academic classes were engaged by the activities and that in one of the classes, student participation was accompanied by a noticeable energy.
2009 school year we followed 219 students into Grade 11. The project in this final year of the study consisted solely of pre-test/post-test analysis and classroom observations.
Weizman’s (2008) theory of teacher conceptions, we carried out a case study examination of the practice of three teachers. This revealed that those teachers who were most successful in moving towards a classroom connectivity approach already possessed (or were developing) views of mathematics as a social construct, and mathematics teaching as engaging students in doing and discussing mathematics.
The results of the student baseline survey indicated that although there were a number of instances of statistically significant differences, the control and experimental students had many of the same experiences of and attitudes toward mathematics. In particular, responses suggest that for both groups, mathematics had been taught in a very traditional manner.
projector to demonstrate their work.
The teacher baseline survey indicated that overall, the study teachers were very experienced, and fairly traditional in approach. Most had used graphing calculators and the CBR/CBL and a majority had used Geometer’s Sketchpad, but use of other technologies was sparse. An interesting finding is that proportionally more teachers used Geometer’s Sketchpad with applied classes than with academic classes. Some teachers had used algebra tiles, a strong number had used co-operative learning strategies, and a few had implemented assessment strategies that went beyond tests and quizzes. These, and the very positive responses to the questions on the PD survey with regard to in-class mentoring suggested that while some teachers were interested in adopting new approaches, they likely required more support than is generally provided.
reported that the support resulted in a gradual improvement in the handling of technical aspects of Navigator use, and in the incorporation of TI-Navigator in the curriculum. In particular he found that the in-class help encouraged the teachers to use the technology in different contexts. For year two, teachers requested training grounded in the Grade 10 curriculum, particularly sessions that were activity-based but included more time for practice. This suggestion was incorporated into the training provided in year two of the study.
second and third years as teachers gained confidence and experience. One focus group meeting was held with students from one of the experimental schools.
using LearningCheck and Quick Poll helped them determine whether the students understood the material; and use of the TI-Navigator helped in meeting the diverse needs and abilities of students in the classroom. A number of teachers expressed the belief that more students were actively involved in learning.
Teachers said that it was time consuming to learn to use the technology seamlessly and to reorganize their lessons to accommodate the use of the TI-Navigator; however, all teachers were enthusiastic about continuing the project with one stating “I don’t see that we have to improve anything. It was a good experience for me and for the students”. Another said “I love it! It helps me make [math] more interesting”.
different perspective; i.e., the positive aspect of TI-Navigator use is that it forces teachers to reflect on different on alternative ways of presenting material.
development that focuses on changes in beliefs and attitudes may be the most significant factor in helping teachers use this technology.