Coding and computational thinking: foundation phase mathematics students’ experiences and reflections

Abstract

In response to the Fourth Industrial Revolution, the South African government has formulated a preliminary coding and robotics curriculum to equip learners for engagement in a digital society. As a result, it is imperative to provide pre-service teachers with the necessary support for the development of essential skills required for the future. This current study aimed to go beyond traditional instructional practices, and to investigate mathematics students' experiences and reflections when introduced to coding and computational thinking. A qualitative methodology was employed, and one cohort of 167 fourth-year Foundation Phase BEd mathematics students participated. Students collaborated in groups over a period of four weeks using the Scratch visual environment. Activities comprised a coding assignment, participants' reflections on their experiences, as well as semi-structured focus group interviews. Findings revealed that using block-based coding enhanced participants' computational thinking, improved their mathematics understanding, and inspired them to develop several self-directed learning abilities.