Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
Ti-Nspire Review of Product
Identification: The TI-Nspire handheld is not the everyday calculator that education
systems have used in the past. The main purpose of the TI-Nspire handheld is to demonstrate the
numerous possibilities used within the mathematical world. This technological tool empowers
students to learn across different visual representations of a problem while developing a deeper
understanding of mathematical concepts. The TI-Nspire handheld presents engaging problems
and real-world concepts for a mathematical population to see, experience, and easily follow
along with. In addition, this tool simplifies classroom preparation for the teacher, allowing for
notes, flashcards, and topics for discovery. Assessing students’ critical thinking skills and the
discovery of meaningful real-world connections are used in creating exciting ideas of
interpretation. A target audience for this particular technological tool would consist of any
occupation that has access to/in any type of mathematical endeavor. However, the likely
intended targets are primarily secondary schools. This is used to ensure that there is a proper
transition from the currently used TI-84 calculators to the TI-Nspire handheld. Teachers as well
as students find that the handheld is an amazing tool that emphasizes on their learning
experiences. The availability of this technological device is one that spans across various
populations of mathematical interested individuals. The ordering information for this product and
its many written materials and accessories can be found on TI-Nspire.com, 1-800-TI-CARES, or
at other participating U.S. major retailers.
Exploration of the technology: To those who have never seen the TI-Nspire handheld, it
is quite different from any standard calculator that one may be comfortable utilizing. Though it
may seem intimidating with the difference in buttons and applications, the TI-Nspire can
improve the overall execution of mathematical exercises while saving time and energy that is
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
needed with using a paper and pencil. In addition to what the standard calculator provides, the
TI-Nspire has computational buttons, alphabetical buttons, as well as a directional keypad that
resembles a computer mouse pad.
Each computational button is similar
to those of previous calculators,
even with the position of the buttons
and allotted color coding of each set
of buttons. The alphabetical buttons
for the handheld are more easily
accessible than those of older
calculators. Contrary to the older calculators, the Nspire allows for the buttons to be pushed
without constantly hitting a control or additional button to execute the command. Arguably one
of the most impressive actions for this technological tool is the directional keypad. This is
different from the other older versions of calculators because the mouse application lets the user
interact with the calculator rather than let the calculator handle each application on its own. The
TI-Nspire handheld also has the ability to interchange the keypad using the TI-84 capabilities in
addition to the TI-Nspire keypad. This feature allows for students to work with either keypad
until they feel more comfortable with the new system. The TI-Nspire is more than just a
calculator; it provides a learning aid for mathematics, from pre-algebra to calculus, allowing
students to view graphical, algebraic, numeric, and geometric conceptual forms of data.
Similar to word processing programs, the handheld will also allow its users to form and
create written documents. Each of the applications for the TI-Nspire handheld allows any user to
create a multiple paged document that can be saved and viewed at a later time. These documents
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
can be used for any reason, ranging from students wanting to take notes with the handheld’s
applications on a certain button or a teacher wanting to create sample homework assignments for
students to review later for an upcoming test. The five basic applications that the TI-Nspire
handheld offers include the fundamental calculator, graphs and geometry, lists and spreadsheets,
and data and statistics. The handheld functions work similarly to a standard TI-83 with higher
advanced templates. These functions are not intended to scare users away from utilizing these
tools, but to make the path of understanding that much easier for the user to comprehend what is
being done. While utilizing the graphs and geometry aspect of the handheld, a user could analyze
graphs as well as create geometric figures in the plane geometry view. These graphs and
geometry tools can benefit students by providing the necessary visual aid to understand more
mathematical processes. The lists and spreadsheet application provides options so that data can
be explored through tables, lists, graphs, and various types of plots. Numerous tabular examples
could be computed more regularly so that students could become more familiar with such
solutions. Through data and statistics, one is able to investigate solutions of real-world type
scenarios. These solutions can provide students, as well as some teachers, a better understanding
of the mathematical concepts used in actual world settings and scenarios. Lastly, documents can
be created not only to facilitate problems but to take or give class notes or any other type of
study aid through the note application.
Along with the handheld and the two interchangeable keypads, Texas Instruments offer
TI-Nspire computer software for teachers and students, docking stations to allow fast
interconnection from the handheld to the computer, rechargeable batteries, overhead view
screens, connectivity cables, and written manuals and guidebooks. The computer software and
the connectivity cables allow users to attach the TI-Nspire to a personal PC system to offer
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
further exploration in larger scale. These extra materials allow for instruction that can be
administered properly and efficiently allowing dual instruction between the teacher and student.
These materials enhance learning with the TI-Nspire handheld by providing numerous uses for a
particular technological tool within the classroom setting. The manuals and guidebooks offer
topics that include how to work and operate consistently and coherently between the TI-Nspire
handheld and the TI-Nspire computer software. These written materials provide its users with
step-by-step instruction, examples, and visual aids to ensure proper and adequate use.
Connection with
objectives: Throughout the
beneficial uses of the TI-Nspire
handheld, many state
mathematical standards and
objectives are met to provide
proper instruction. For example,
under the Standard Course of
Study for K-12 Mathematics, the
geometry objective 3.01 states, “describe the transformation (translation, reflection, rotation,
dilation) of figures in the coordinate plane in simple algebraic terms.” Once functions are entered
into the handheld, the graph can be altered in order to correctly show types of transformations.
The example shown is a translation of the graph x2. The transformation of the graph shown can
show students the proper way in which to translate such graphs. The visual aid of these graphs
within the handheld can benefit the understanding of such concepts with students because they
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
are the ones that manipulate
these graphs. In giving such
power to the student, they
will learn the applications
more readily and will be
more likely to recall each
aspect.
Within the algebra
aspect of the TI-Nspire
handheld, many applications can be accomplished with proper manipulation from its user. An
example of such tactics being practiced is when students need to solve any linear equation. The
Algebra I objective under the Standard Course of Study for K-12 Mathematics for this particular
concept, objective 4.03, states, “Use system of linear equations or inequalities in two variables to
model and solve problems. Solve using tables, graphs, and algebraic properties; justify results.”
A possible exploit of the algebra application for the TI-Nspire would be for teachers to use it as a
checking system. Students could solve such equations with the pencil-paper method and use the
handheld for checking of solutions. Teachers would able to correctly give students multiple ways
of execution for higher level mathematical equations with the handheld, thus providing students
with different methods of execution.
Statistical data and analysis is another application that can be altered and gathered with
the TI-Nspire handheld. The Standard Course of Study for grades K-12 in Mathematics gives
objectives that cover such areas of mathematical knowledge. For example in Advanced
Placement Statistics, the objective, 1.01, states, “Summarize distribution of univariate data by
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
determining and interpreting
measure of center, spread,
position, box plots and effects of
changing units on summary
measures.” As displayed in this
particular screen shot from the
handheld, students can
efficiently organize data within
multiple representations, such as
spreadsheet numerical values and a box-and-whisker plot. Such observations can provide
students with the abilities to compare variations of the data being measured. This hands on
manipulation once again gives the student a way to further understand material within a higher
level mathematics course while providing visual aids to explore the vast steps.
The TI-Nspire handheld is a technological tool that should be used in all mathematical
settings. The geometry, graph, calculator, lists and spreadsheet, data and statistics, and notes
applications are ones that will be trying items of mathematical knowledge for various
populations. This tool brings both an efficient and prompt way of executing each of these
techniques so that neither time is lost nor supplementary exertion required completing a given
task. As a result of the effectiveness of this handheld tool, it is recommended that all
mathematical secondary scholastic settings invest in its capabilities. Within such settings, the TINspire handheld enhances the learning atmosphere for both the teacher and student. All goals
when formulating a secondary mathematical curriculum can be met by properly using the TINspire handheld.
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
References
The Department of Public Instruction (2003). North Carolina standard course of study for
mathematics. Raleigh, NC: Author.
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
Exploring the TI-Nspire
1 hour and 15 Minutes
Date
Process
Standard
Objective
Essential
Questions
Prior
Knowledge
Materials/
Resources
Motivation for
Students
Elements
Play Stage
October 21st, 2010
 Problem Solving
o Build new mathematical knowledge through problem solving
o Apply and adapt a variety of appropriate strategies to solve
problems
 Communication
o Use the language of mathematics to express mathematical ideas
precisely.
 Connections
o Recognize and use connections among mathematical ideas
o Recognize and apply mathematics in contexts outside of
mathematics
o Understand how mathematical ideas interconnect and build on
one another to produce a coherent whole.
 Representation
o Create and use representations to organize and communicate
mathematical ideas
o Use representations to model and interpret physical, social, and
mathematical phenomena

To explore the variety of concepts that the Ti-Nspire Handheld can
perform algebraically, geometrically, and statistically.
(1) What is the basic functionality of the Ti-Nspire?
(2) Are there multiple ways of expressing data?
 How to perform these basic mathematical procedures and concepts by
hand.
 Ti-Nspire presentation PowerPoint (attached at the end of document)
 Ti-Nspire handheld (already prepared for recommend stage)
 Statistical data from the PowerPoint
 Blank data sheets for activity
 Document camera
(1) What are the benefits of using the Ti-Npire?
(2) What situations in mathematics call for the Ti-Npire
Procedures/Activities
Begin by teaching the students how to turn their calculators
on followed by a quick introduction of the basic keys
beginning used. The TI-Nspire has 5 main applications:
Calculator, notes, Graphs & Geometry, Lists & Spreadsheets,
and data & statistics. Today we will be exploring 3 main
applications: Calculator, Graphs & Geometry, and Lists &
Resources
Ti-Nspire
Handheld
Document
Camera
Time
30
minutes
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
spreadsheets.
Calculator Application:
Create a new document by pressing the HOME icon and
selecting 6: New Document. Press 1: Add Calculator to add a
calculator application page.
Creating Fractions
Enter a simple fraction such as 5/8 by pressing CONTROL,
MULTIPLY, ENTER to get the exact value. Press
CONTROL, ENTER to get the decimal approximation.
Discuss the difference between the exact value and the
approximate value.
Now try a compound fraction such as
1
3
2+ 4
by pressing
control, division as needed.
Factorials
Select MENU, Probability, Factorial(!) to enter 100! How
many zeros are at the end of 100!? 1000!? Problems
This allows the students the students to explore expanding
their window and seeing the full answer.
Generating a Sequence
To generate a sequence create a fraction
Answer+1
then
Answer
press ENTER. Continuing to press ENTER provides the next
number in the sequence.
Laws of Logarithms
Enter log 3 2 + log 3 5. Press CONTROL 10x. Try other log
expressions. Discuss how to use examples to help students
create the log rule: log 𝑐 𝑎𝑏 = log 𝑐 𝑎 + log 𝑐 𝑏.
Graphs & Geometry Application
Create a new problem within your existing document by
pressing CONTROL, HOME, INSERT, PROBLEM, add
calculator. Define the function f(x) = x2 by selecting MENU,
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
ACTIONS, DEFINE, entering f1(x) = x2, and pressing enter.
Graph the Function
Insert a new graphs & geometry page. Press the up arrow on
the key pad to see the f1(x) function in the entry line, and
then press ENTER. To see the equation of the function in the
coordinate plane, move cursor to the graph, and press
ENTER. Press CONTROL G to hide the entry line.
Investigate Relationship between a Function and its Graph
Move the cursor to a side of the parabola to change the cursor
to an open hand icon.
Press control and the open hand icon, located in the middle of
the arrow keys, and then press left arrow and right arrow to
drag the side of the parabola.
 What transformation is this?
 What part of the function has changed?
Move the cursor to point near the vertex, grab and drag the
parabola.
 What changed in the equation of the function?
Now add f2(x) = x + 6. Calculate the intersection between
f1(x) and f2(x). Press MENU, 6: Analyze Graph, 4:
Intersection. Then point your open hand icon to the upper and
lower bounds pressing ENTER along the way.
Constructing
Press MENU, 9: Shapes, 2:Triangle. Then press ENTER
where you would like to start the construction for the shape.
Then move the arrow keys in the direction of the next point
pressing ENTER. Continue to move the arrow keys and
pressing ENTER to plot a point.
Lists & Spreadsheet Application
Within the same document, add a new problem and a Lists &
Spreadsheet application page.
Entering Data into the Spreadsheet
Insert data {1,2,3,4} into cells A1-A4. Move to the top of
Column A and label the column number. Name Column B
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
square. In the ♦ row of Column B, type =number2, and press
ENTER.
 An alternative way to enter the variable is to press
VAR, ENTER.
Create a Scatter Plot
Insert new Graphs & Geometry page. Select MENU,
GRAPH TYPE, SCATTER PLOT. Press ENTER twice to
select number as the input (x) variable, and then press TAB,
down arrow to select square as the output (y) variable. Set the
window to show the data.
Create a Quick Graph
Go back to your spreadsheet page. Press the UP arrow on the
Navpad cursor control until the entirety of Column A is
highlighted. Hold down ↑, located below the CONTROL
icon, and press right arrow to highlight Column B as well.
Select MENU, DATA, QUICK GRAPH, and press ENTER.
Use Stage
Now that we have learned the basic concepts that they TINspire is capable of, we are going to put our skills to the test
and actually use the handheld with our own personal data.
Required
Blank Data
Sheets
We will express our data through a table and boxplots. Each
piece of data needs to be collected in the same picture screen
(they will need to adjust their page layouts).
TI-Nspire
Presentation
Powerpoint.
We want to be able to compare our guessed values to the
actual values to see how well we each guess.
Blank Data Sheets
 Pass out the sheets of paper so that students can
30
minutes
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
collect their own data. Remind students that this is
personal information: Please do not share your
answers with your friends or neighbors.
TI-Nspire Presentation Powerpoint
 Go through each slide for the students to think about
and answer each question.
Once all of the data is collected, instruct the students to begin
inputting their information into the calculator.
Friendly Reminders
 Label the data in the table
 Boxplots need to be in the same document page
 Students will need to adjust their scales on their
boxplots to the same scale
 Students need to ask questions if they are
confused/lost
Essential Questions for Students:
 What information do the boxplots show?
 How do the medians and data spread for each boxplot
compare to each other?
 What does it mean to compare data?
 How well did you guess the actual data?
Steps that student will need to do on the handheld to
complete this task correctly:
 Press HOME button [new document, save? No]
 3: Lists & Spreadsheet
 Box A
o Scroll up to the box listed A
o Using green letters type [guessed; ENTER]
 Box B
o Scroll up to the box listed B
o Using green letters type [actual; ENTER]
 A1-10: list guessed data
 B1-10: list actual data
 CONTROL – HOME
o 5: Page Layout, right [ENTER]
o 2: Select Layout, right [ENTER]
o 7: Layout 7, right [ENTER]

CONTROL – TAB
o MENU: 5: add data & statistics
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010

MENU: 1: Plot Type, 2: Boxplot
o Take cursor and scroll down to “CLICK or
ENTER to ADD VARIABLE”
 Type “Actual”

CONTROL – TAB
o MENU: 5: add data & statistics
MENU: 1: Plot Type, 2: Boxplot
o Take cursor and scroll down to “CLICK or
ENTER to ADD VARIABLE”
 Type “Guessed”

Recommend
Stage

Change the scales on plots (do for both plots)
o MENU: 5: Window/Zoom, 1: Window
Settings
o X min = 0, X = 36. (TAB, DOWN, to get to
the next button)

To display values: scroll over the parts of the boxplot
and it will display:
o Lowest point
o Q1
o Median (Q2)
o Q3
o Highest point
o Outliers
A demonstration of various tasks that can be completed with
the Ti-Nspire should be projected for the students to observe
only. These tasks should be ones that make the Ti-Nspire be
portrayed as a useful tool in a technological classroom as well
as beneficial in the advanced learning for students.
Students are shown the different level of fraction computation
first. Under this aid, students would be using the Reasoning
and Communication tool for the Recommend Stage.
 Portraying fractions with pictorial aid
Ti-Nspire
Handheld
demos
already in
the
calculator
for
explanation
15
minutes
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010

Document
3 different constructions
o 1st- shows what exactly a fraction is, including Camera
a definition for better understanding
o 2nd- an animation shown on how students
should simplify factions; the picture allows
students to properly use a slider tool on the
calculator to show how fractions as still the
same when simplified down
o 3rd- comparisons between different fractions;
the same pictures as given before with two
different pie charts, but students can move
sliders for each chart to show what each
fractions looks like in comparison to another
different fraction.
Students are then given samples of study cards for parabolic
equations. This could be an example of how students would
take home the information that was needed for an upcoming
examination or other type of assessment. The tool for the
Recommend Stage that would be used here is the
Computational/Speed and Accuracy Tool.
 Students are given study cards on the calculator that
are already downloaded by the teacher.
 Students are provided with cards that give definitions
as well as examples of the material covered, in this
case parabolic equations, so that they can comprehend
the information.
 These questions could be used as a guided practice
tool at home.
 These questions are providing students with a
different manner in which to accomplish homework
assignments while still better understanding the
material.
Lastly, students can be shown how to tackle a usually harder
concept, such as synthetic substitution, and execute each step
while using a technological tool.
 Say students are taught a lesson on synthetic division;
well this Ti-Nspire can properly execute such a task in
efficient time so that students can learn as much
material as possible.
 With these questions, students can complete each as
an in class assignment where each students must work
each step on paper before the handheld instructs them
what to do.
 This method is great for checking answers being that
it is not the typical way to do so.
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010

If the teacher is not around to guide the student in the
right direction with the material, then the student
could easily access the steps on the handheld that
were provided by the teacher.
 This guided practice can easily expand the learning
process to levels of mathematical understanding that
is not normally reached.
With each demonstration, the Ti-Nspire is shown to aid
students in many aspects of learning as well as benefit the
teacher in various ideas and ways of instruction. This stage
should provide students with the ideas that one may be able
to use in an ordinary classroom.
Example 1:
Example 2:
Potential
Problems



Students may not follow the pace of the teacher with
instruction and become lost within the material.
Students may not understand the mathematical
concepts and terms.
The technology could be malfunctioning in accordance
Jennifer Neague, Brittany Damato, and W.T. Edwards
October 21, 2010
Scaffolding
Student
Learning
Double Click:
to what the teacher needs it to do.
 Students using the Ti-Nspire Handheld improperly.
Students will have the option throughout the instructional
period to ask questions if they feel lost or left behind.
Students will learn how to access the Ti-Nspire Handheld
algebraically, geometrically, and statistically in order to
perform tasks that would be given to them.