Technologies are assumed to serve as tools to deepen and enrich mathematics classes and much research has been carried out in this area. according to the recent TIMSS-R (Third international mathematics and science study) report, there s an enormous variations of calculator use in mathematics classes across countries and a remarkable trend in the emphasis on calculator use in mathematics classes: except Hong Kong and Singapore, the ratio of high emphasis on calculators among eighth graders is much less than the international average in south and east Asian participant countries; and there is a shift toward less frequent use of calculators classes between 1995(TIMSS) and 1999(TIMSS-R). The lower level calculator use in some Asian countries may be explained from several perspectives: financial limitation, cultural characteristics, and evaluation system. the international decreasing trend of high emphasis o frequency in calculator use may result from the quality of mathematics activities dealt with in the mathematics classes and the policy of MEO related to calculator use might be the factors of such trend. in this paper, the current trends of calculator use in mathematics classes shown in the TIMSS-R report will be summarized focusing on Asian countries and the results briefly analyzed. then some sample mathematics activities with the graphic calculator CASIO CFX9850 at the secondary school level will be presented with didactical concerns. it is assume that the improper use of calculators may cause the trend of calculator use shown In the TIMSS-R report. calculator-based activities for alternative approaches to Korean traditional mathematics curriculum contents or for exploration of new types of meaningful mathematics problems will be presented.