Prospective teachers' perceptions of educational robotics in mathematics education in primary school

The integration of educational robotics (ER) has garnered mounting attention as a means of enhancing mathematics teaching and learning in primary education. However, the successful implementation of ER in this context is contingent on teachers’ perceptions, beliefs, and readiness to adopt such technologies. The present study investigates the perceptions of prospective primary school teachers regarding the utilisation of educational robotics in the context of mathematics education, with a particular emphasis on its perceived impact on students’ academic success, motivation, engagement, conceptual understanding, and the teachers’ own willingness to employ, design, and learn about ER. A descriptive survey design was employed to collect data from 399 prospective teachers enrolled in primary teacher education programmes from five countries (Latvia, Turkey, Poland, Bulgaria and Lithuania) during the 2023-2024 academic year. A structured questionnaire employing a five-point Likert scale was administered online, and the resulting data were analysed using descriptive statistics to facilitate cross-national comparison. The findings indicate a predominantly positive perception of ER across all participating countries, particularly regarding its capacity to enhance student enjoyment, motivation, and engagement in mathematics lessons, as well as to render abstract mathematical concepts more concrete. Prospective teachers also expressed a strong willingness to use ER in future teaching and a high level of interest in further learning, although comparatively lower confidence was observed in designing robotics-based activities. Despite minor variations across different geographical regions, the findings suggest a shared recognition of ER as a valuable pedagogical tool in primary mathematics education. The study emphasises the necessity for more targeted, hands-on robotics training to be incorporated into pre-service teacher education programmes. This would serve to enhance the practical competence of students and facilitate the sustainable integration of educational robotics into mathematics education.