Abstract:
The increasing dependence on technology has influenced the field of education, and there is a growing interest in introducing coding and robotics to young learners in South African schools. In order to understand how teachers can be supported to integrate coding and robotics with mathematical concepts, relevant literature was structured according to the Technological, Pedagogical, and Content Knowledge framework. Participatory action research was conducted in four cycles by involving ten Grade R teachers and one external participant specialising in the field of early childhood technology and mathematics. Data generation consisted of 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 were analysed using both deductive and inductive data analysis and data interpretation, resulting in the development of a preliminary framework and four guidelines. An external was invited to review the guidelines in a systematising expert interview during the final cycle of the research to provide a final framework.
The study found that the integration of coding and robotics with mathematical concepts in Grade R can occur in a playful and informal way. The study recommends the use of a framework to support teachers in integrating these tools into their teaching practices, with an emphasis on meeting teachers’ needs (guideline 1), addressing external factors (guideline 2), carefully planning the learning process (guideline 3), and achieving positive outcomes (guideline 4). The study emphasises that teaching is a skill that can be learned and improved, and encourages teachers to use kinaesthetic, concrete, representational, and abstract experiences, to plan informal, play-based learning experiences. Overall, the study emphasises the potential of integrating coding and robotics with using mathematical concepts teaching in Grade R learning environments and offers practical guidance for supporting teachers in this endeavour.
