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.