How teachers can be supported to integrate coding and robotics with mathematical concepts

The data presented depicts how coding and robotics (as one concept) was integrated with mathematical concepts in Grade R classrooms in an affluent district in Gauteng. Teachers were encouraged to use coding and robotics as teaching instruments in a playful and interactive way. Data was generated through semi-structured individual interviews, collaborative discussion groups and guided observations with the teachers, and photovoice as well as a researcher journal that was maintained to reflect on observations and experiences.  The data was analysed using both deductive and inductive data analysis and data interpretation, resulting in the development of a preliminary framework and four guidelines.

本数据集展示了南非豪登省（Gauteng）某富裕学区的R年级（Grade R，南非学前预备教育年级）课堂中，编码与机器人技术作为统一教学概念，如何与数学概念实现融合的实践场景。研究鼓励教师以趣味互动的方式，将编码与机器人技术作为教学工具加以应用。本数据集的数据采集涵盖针对教师的半结构化个体访谈、协作讨论小组、引导式观察，以及摄影叙事法（photovoice）与研究者日志——后者用于记录反思观察结果与实践经历。本次数据同时采用演绎式与归纳式数据分析及解读方法开展分析，最终形成一套初步框架与四项指导原则。