Navigating the Coding Frontier: Teachers’ Experiences in Grade 9 Destreamed Mathematics Classrooms

The introduction of coding as part of the Grade 9 destreamed curriculum marked a significant change, and teachers expressed varying levels of comfort and experience with this addition. As part of the Grade 9 Destreamed Mathematics Research Project, this study examines teachers’ perspectives on their instructional practices, self-efficacy in teaching, and the challenges and strategies involved in implementing the Grade 9 mathematics curriculum. Specifically, it explores mathematics teachers’ experiences with integrating technology into their classrooms and their initial comfort and familiarity with coding. Findings indicate a diverse range of coding proficiency among teachers, generally low confidence in teaching coding, concerns about balancing time constraints with an already demanding curriculum, and a shared recognition of coding’s importance for students’ future success.