포스트 코로나 시대 수학교육의 과제와 방향

Objectives The purpose of this study is to provide implications for the challenges and future directions of mathematics education in Korea in the post-COVID-19 era, based on the analysis of online education conducted during the COVID-19 pandemic. Methods To this end, domestic and foreign academic papers on the characteristics of mathematics classes in online education conducted during the COVID-19 pandemic, the impact of online education on students' mathematics learning, and the inequity of online mathematics learning and the use of technology in mathematics education are the main targets of literature analysis. Results It has been revealed that online education has reduced students' achievement in mathematics and deepened the polarization of mathematics learning among students. In particular, the decline in mathematics achievement of students in the lower achievement level was serious, and the cause was found to be because the online class environment made it difficult to receive help from teachers and required self-directed learning ability. In addition, online education has led to a deepening of the polarization of mathematics learning among students by acting as an unequal learning environment for students with insufficient mathematics learning capabilities or from underprivileged families to learn mathematics. Conclusions It is necessary to seek active use of technology as a way to alleviate the problem of learning polarization caused by the decline in mathematics achievement and learning inequity revealed in online education and to change mathematics education. To this end, it is necessary to develop and share a vision for mathematics classes using technology.