The integration of programming into mathematics education in Norway introduces additional workload for students, who must adapt to new challenges in their learning processes. This study investigates how student teachers perceive the affordances and constraints of using the programming language Scratch as a tool for learning mathematics. Drawing on Gibson's Affordance Theory and employing a qualitative research design approach, the study analyzes activity reports from three student groups. The results reveal students' perceptions of various affordances and constraints across technological, mathematical, and pedagogical dimensions. Based on the results, conclusions are drawn, limitations are acknowledged, and future directions are suggested to improve the quality of the study. [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (22nd, Porto, Portugal, November 1-3, 2025)," see ED677812.]