The data presented depicts how coding and robotics (as one concept) was integrated with mathematical concepts in Grade R classrooms in an affluent district in Gauteng. Teachers were encouraged to use coding and robotics as teaching instruments in a playful and interactive way. Data was generated through semi-structured individual interviews, collaborative discussion groups and guided observations with the teachers, and photovoice as well as a researcher journal that was maintained to reflect on observations and experiences. The data was analysed using both deductive and inductive data analysis and data interpretation, resulting in the development of a preliminary framework and four guidelines.