t1 navigatorsCurriculum Research & Development Group

 

Laboratory School tenth graders using the TI-Navigator system gained understanding of matrix concepts, operations, and interpretation.

 

 

Staff of the GSE project gathered for an advisory board meeting: ( left to right, back row) Char Morrow (Mount Holyoke College), Claire Okazaki, Thuy La (graduate assistant), Melfried Olson, Alice Taum, (front row) Judy Olson, Lesley Lee (PREL).

 

CRDG

Research & Curriculum Development | pg.9
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Technology in the Classroom
Work began in 2005 on a research project that examines the effect of the Texas Instruments TI Navigator system on the teaching and learning of mathematics in an integrated high school curriculum. The TI-Navigator System provides wireless communication between students’ TI graphing calculators and the teacher’s PC, providing teachers with real-time feedback to instantly assess student understanding, and allowing students to contribute real-time to a shared workspace. Irene Mackay is using the system in the Laboratory School’s tenth grade classes, and studied the effects of the Navigator system on students’ understanding of matrix construction, operations, and interpretation; teachers’ assessment of student understanding; teachers’ instructional practices; students’ beliefs about mathematics; and student’s confidence in their mathematical ability. The project involved five weeks of observation and filming in the classroom, followed by ongoing analysis. Subsequent funding for continuing the work with TI Navigator and links with formative assessment is being sought. The proposal is based on preliminary findings from the current project.

 

gender photoStudying Gender, Language, and Mathematics
“The Role of Gender in Language Used by Children and Parents Working on Mathematical Tasks” (GSE) is a three-year study funded by the National Science Foundation. For this research, one hundred parent-child pairs from Hawai‘i public schools will be studied to investigate gender-related differences in language and actions while working on tasks representing each of three content strands: number, algebra, and geometry. Families participating in the study are all of low socio-economic status and represent a diversity of ethnicity. Data will be gathered to determine gender-related differences in parents’ and children’s use of cognitively demanding language, and on children’s self-efficacy and parents’ competence beliefs for their children. The study will also look at how these behaviors vary among the four types of child-parent dyads: daughter-mother, son-mother, daughter-father, and son-father. The findings will be used to determine how parent materials and parent involvement programs might address differences in how parents interact with their children when working on mathematical tasks.

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