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.所呈现的数据描绘了在豪登省一个富裕地区一年级课堂中，如何将编码与机器人技术（作为一个整体概念）融入数学概念的教学实践。教师们被鼓励以趣味性与互动性的方式，将编码与机器人技术作为教学工具。数据通过半结构化个别访谈、协作讨论小组以及与教师的指导观察，以及通过摄影发声和研究者日志的记录（以反思观察与体验）的方式进行收集。数据采用了演绎与归纳相结合的数据分析与解读方法，最终形成了初步框架和四项指导原则。