This study explores how schools are established in terms of technological facilities, how teachers perceive integration of information and communication technology (ICT) in mathematics, what ICT tools teachers use, how often technology is integrated in lessons, and what type of constraints teachers face in technologically pioneering countries like Japan. The study was conducted in two schools (an elementary and a junior high school) attached to Hokkaido University of Education, mainly through observations of classroom practices and distribution of questionnaires to teachers. The results revealed that, despite ICT’s great potential in enhancing mathematics lessons, actual classroom practice is more challenging than expected due to various constraints. The teacher’s attitude and acceptance toward innovations plays a pivotal role in ensuring the success of ICT in education but only once the necessary facilities are well-established. It also indicated the importance of teachers’ professional capacity in examining the need for ICT for particular topics and selecting the right tools to create thought-provoking activities that enable learners to think mathematically. ICT definitely has the capacity to stimulate curiosity and interest in young generations to learn mathematics, if necessary facilities are established, and teachers are committed to be continuously innovative.
DORJI et al. (Sun,) studied this question.
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