The growing use of digital technologies has influenced the teaching and learning of mathematics at the secondary level (OECD, 2021). This study compares Germany and Japan in case of secondary level mathematics education with a focus on policy orientation, classroom practices, and pedagogical approaches related to technology use. A qualitative comparative investigation method is adopted, based on the analysis of relevant documents and reports. The findings suggest that Germany relies more on structured policies and infrastructural development, while Japan tends to integrate technology within existing teaching practices, particularly through lesson study. The study points toward the need for a more balanced approach where technological resources and pedagogy are considered together.
Ghosh et al. (Fri,) studied this question.