As has been the case in many countries around the world, the new Norwegian curriculum from 2020 included programming as part of mathematics education. However, little is known about how prospective teachers perceive this addition in regard to their developing professional identities. When the results from an electronic survey of 394 prospective teachers showed unexpected findings, five of the subjects were asked to participate in a focus group interview in order to explore some of these results. The focus group interview was conducted to understand how prospective teachers considered the past, present and future aspects of their professional identities as teachers of mathematics through programming. The results reveal that, although the prospective teachers had little experience of programming, they were positive regarding its implementation in mathematics lessons because they identified themselves as digital natives; they therefore believed that learning to program would be easy. They aligned themselves with their students, as masters of technology, in contrast to their future colleagues, whom they implicitly described as digital immigrants. The findings of this study have implications for teacher education. Even if the prospective teachers have a positive attitude toward programming and consider themselves digitally competent, a limited understanding of how programming can be integrated into their mathematics teaching will affect the identities that they see for themselves as teachers who teach mathematics through programming.

与世界上许多国家的情况一样，2020 年起的挪威新课程将编程纳入数学教育的一部分。然而，人们对未来的教师如何看待这一增加对他们职业身份发展的影响知之甚少。当对 394 名未来教师进行的电子调查结果显示出意外的结果时，其中 5 名受试者被要求参加焦点小组访谈，以探索其中的一些结果。进行焦点小组访谈是为了了解未来的教师如何通过编程考虑他们作为数学教师的职业身份的过去、现在和未来。结果显示，尽管未来的教师缺乏编程经验，他们对数学课程中的实施持积极态度，因为他们认为自己是数字原住民；因此，他们相信学习编程会很容易。他们将自己视为技术大师，与学生保持一致，与未来的同事形成鲜明对比，他们含蓄地将他们描述为数字移民。这项研究的结果对教师教育具有重要意义。即使未来的教师对编程持积极态度，并认为自己具有数字能力，但对如何将编程融入到数学教学中的有限理解也会影响他们对自己作为通过编程教授数学的教师的认同。