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Technology Adoption in Mathematics Education: A Global Perspective
A Short Article Series
December 2005

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Technologies in Mathematics Education: Korea Case

Kyung Yoon Chang
Korea

3. Technologies in Mathematics Education

Technology Adoption: Results from TIMSS-R

The results from TIMSS-R show an enormous variation of calculator use in mathematics classes across countries. In 1999, from 95% to 75% of the eighth graders in Netherlands, Singapore, Australia, and Hong Kong etc. used calculators in lessons 'almost always' or 'pretty often'. In contrast, 71% of Korean students used 'calculators once a while or never' (Mullis, et. al., 2000). In 1999, 83% of the Korean 8th graders never used computers in their mathematics classroom. There is no statistics on technology adoption in Korea mathematics education except TIMSS and TIMSS-R.

Technology Courses for Teacher Training Programs

In the middle of 1990s, software for teaching mathematics was introduced to Korean educators. Recently, most teachers' colleges provide only one technology course, such as "Computers and Mathematics Education", where pre-service mathematics teachers learn dynamic geometry software, computer algebra system, spreadsheet, graphing software (GraphWiz, or LiveMath, etc.) or graphic calculators.

More technology courses are provided in the in-service mathematics teacher training courses by the local Educational Councils or local Mathematics Teachers' Council. Teachers participate in these special programs to promote their official status. Almost every Local Secondary Mathematics Teachers' Council offers special teacher training programs of 32-64hours during summer and winter vacation.

The programs taught in the in-service teacher training courses include one or more of the following technologies: Geometer's Sketchpad (or Cabri Geometry); GraphWiz (Korean product); Namo (Web Editor); Flash; graphic calculators (CasioCFX9850, ClassPad, TI-92); I-Math (Korean product-Web Editor); Excel; PowerPoint, etc.

Technologies in Mathematics Class

Most students use computers almost everyday to access internet or games, but they do not use it to learn mathematics. Mathematics teachers use computer to demonstrate mathematical principles and to present problems, but they don't use it frequently.

Geometer's Sketchpad and GraphWiz are well known mathematics software to mathematics teachers. Most Korean teachers using (graphic) calculators in their mathematics classes get these equipments via rental systems, and now schools are beginning to buy graphic calculators for one class.

Many Korean secondary mathematics teachers were worried that technologies, especially calculators might decrease the students' computing skills. Most mathematics teachers view mathematics and mathematics activities as 'pure mental activity' and think that instrumental help is not necessary.

4. SWOT Analysis for Technology Adoption: Summary

Strength
- National Curriculum explicitly encourages technology adoption in math classes.
- Government and ICT-based society are both supportive for cyber learning.
- Most students are affordable to access computers and internet at home.
- Cyber learning environments via world wide web (EDUNET, homepages) have improved.
Weakness
- Mathematics teachers have negative attitudes toward technology adoption in class.
- Computer labs and/or calculators are insufficient for exploration in class.
- Computer softwares are not affordable because of insufficient financial support.
- Technology adoption is not necessary for learning current mathematics contents.
Opportunities
- Growing attention is paid to problem solving and modeling abilities in mathematics education, and traditional perspectives on the nature of mathematics as the body of knowledge and skills is being challenged.
- There are many voluntary groups of mathematics teachers willing to study how to use technologies in their classes.
- Teacher training programs offered by the Local Offices of Education, or Local Teachers Council of Secondary Mathematics Education are very supportive for technology adoption and include many technology courses.
Threats
- Mathematics education is highly focused on the college entrance exam, and using technology is regarded as time-consuming activity.
- It is not easy to lessen existing curriculum contents for using technology.
- Mathematics class hours are decreasing because of the five weekdays trend.

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