Calculators were introduced in the mid-eighties, and since then we have used them for more than quarter of a century in our mathematics classrooms. Many studies have been conducted, especially to understand the effects of calculators on students’ mathematical learning and understanding. Literature examining their use in precollege and college levels suggests that calculators can provide more opportunities for students in solving mathematical problems and that their use does not hinder the development of mathematical skills (Ellington, 2003; Reznichenko, 2007). Over time, calculator technology has been enhanced and new features have been added at a rapid rate. A review of the literature suggests that these new technologies can also positively affect students’ mathematical learning. One in particular that may have the potential to positively affect students’ learning is the TI-Nspire CAS Navigator system. This system allows students to connect their calculators to an instructor-monitored wireless network, which enables students to use their calculators as a Constructed Student Response System. This instructor-monitored environment can provide new learning and teaching experiences to both students and teachers. Access to calculators and their new technologies in classrooms is also on the rise. Therefore, this study was designed to understand the pre-service teachers’ perspective on the use of the TI-Nspire CAS Navigator system. It will investigate how the pre-service teachers describe the role of the system in terms of their engagement, communication, and learning.
How to cite this paper
Empowering Communication through Advanced Student Response Systems: Perspectives of Pre-service Mathematics Teachers
How to cite this paper: Wijetunge, T. M. K., & St. John, D. (2018). Empowering Communication Through Advanced Student Response Systems: Perspectives of Pre-service Mathematics Teachers. The Educational Review, USA, 2(6), 339-351.
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