Integrating play-based learning with coding for early childhood mathematics education in under-resourced schools

Abstract

Recent advancements in educational technology and mathematics curricula provide early childhood teachers with new opportunities to use coding in their teaching activities. Although the integration of play-based learning with coding holds promise, challenges such as resource availability, teacher training, and curriculum alignment must be addressed. The lens of Kolb’s experiential theory supports that coding involves concrete experiences, reflection on outcomes, interactive problem-solving, and mathematical learning. Furthermore, experiential learning is adaptable to local contexts by leveraging available materials. In a case study within qualitative research, this paper explored teachers’ perceptions of integrating play-based learning with coding for early childhood mathematics in under-resourced schools. Twelve foundation phase teachers teaching mathematics in under-resourced schools from Limpopo, South Africa, were sampled through homogenous purposive sampling. The data were collected using semi-structured interviews and non-participant observations to solicit teachers’ perceptions of integrating play-based learning with coding for early childhood mathematics in under-resourced schools. Thematic data analysis was used to interpret the perceptions of teachers on the subject under the study. The findings indicated that teachers implement play-based learning with LEGO Six Bricks with coding. However, under-resourced schools have limited training, a lack of resources, and insufficient curriculum alignment. Based on these findings, it is recommended that teachers use available coding resources to integrate play-based learning into mathematics classrooms. These findings contribute to the growing literature on coding in teaching mathematics in early childhood.