Abstract
Mathematics education has been undergoing several changes regarding approaches to teach mathematics since the advent of technology in education. It has always been a mandate that teachers should be able to integrate emerging technologies in their teaching and learning. However, most teachers still struggle with this task, especially in incorporating emerging technologies that may involve coding and robotics to teach mathematics. This study explored the experiences of recently graduated Intermediate Phase teachers’ experiences of using Scratch coding to develop foundation phase learners' problem-solving skills in geometry. Grounded in an interpretivist paradigm, the research employed a qualitative, exploratory design to understand the opportunities, challenges, and levels of readiness reported by these teachers. The use of virtual and participatory platforms in pre-service teacher training also supports constructivist engagement through remote collaboration and digital scaffolding. Data were collected through semi-structured interviews and micro-lesson observations with ten recently graduated teachers from one Gauteng university, all of whom had received Scratch training during their pre-service education.
The findings revealed that participants perceived Scratch as a transformative tool that positively influenced their geometry teaching and learning by enabling learners to visualise abstract mathematical concepts, promoting logical reasoning and computational thinking, and fostering high levels of learner engagement and motivation. However, the participants indicated that limited access to ICT resources, insufficient institutional support, teacher confidence gaps, and time constraints within the curriculum were challenges that could inhibit the incorporation of Scratch in mathematics classrooms. Furthermore, teachers reported a tension between maintaining mathematical focus of the lesson and managing learners' excitement for the coding environment. Another challenge was that both teachers and learners had to focus on both coding, learning mathematics and solving the currently given geometry problem.
The study concluded that while Scratch holds significant potential for revolutionising geometry problem-solving pedagogy in the Intermediate Phase. However, its effective and sustainable integration is contingent upon robust pre-service and in-service teacher training, the provision of CAPS-aligned lesson resources, and systemic investment in school infrastructure. The insights generated contribute to the discourse on technology integration in mathematics education and offer practical recommendations for teacher development and policy in South Africa.