skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • NSF Public Access
  • Search Results
  • Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students
Title: Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students
This year-long case study involved the professional development of teachers in New York City elementary schools, who co-designed with researchers culturally relevant robot-coding mathematics activities to advance teachers’ understanding of culturally responsive mathematics pedagogy. Study findings indicated that co-designing culturally relevant robot-coding mathematics activities led to the development of teachers’ cultural competencies, deeper understanding of culturally responsive mathematics pedagogy and their students’ cultures, stronger agency, and ability to integrate culturally responsive pedagogy into their mathematics curriculum. Teachers also began to perceive the robot as a mathematical tool rather than a motivational add-on, and started to develop their own cultural lens while focusing less on school structure constraints. The study emphasises the importance of engaging teachers as active co-designers of culturally relevant coding curriculum in professional development programmes.  more » « less
Award ID(s):
2147699
PAR ID:
10568932
Author(s) / Creator(s):
; ; ;
Publisher / Repository:
UCL Press
Date Published:
Journal Name:
London Review of Education
Volume:
22
Issue:
1
ISSN:
1474-8479
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; (, NCTM Research Conference)
    Over the course of a year, this case study explored the influence of professional development of New York City elementary teachers collaborating with researchers to design culturally relevant mathematics activities. Results showed that this co-design process enhanced teachers' cultural competencies, deeper understanding of culturally responsive mathematics pedagogy, and awareness of students' cultures. It also fostered greater agency in integrating culturally responsive practices into mathematics curriculum. In addition, teachers began to shift focus from school constraints to a culturally sensitive lens. 
    more » « less
  2. ; ; (, AERA)
    This study employed a mixed methods research design to explore the influence of a year-long professional development (PD) on the 1st grade team of elementary school teachers' cultural competencies as they integrated culturally relevant robot coding activities into mathematics instruction. Culturally relevant mathematics pedagogy (CRMP) promotes academic success by fostering conceptual understanding, leveraging students' cultural knowledge, building social connections, and engaging mathematics from a social justice lens through the core elements of demand, relevance, and agency. The results indicate that the PD sessions improved some of teachers' cultural competencies, such as competency in modeling high expectations and in drawing on student culture. In addition, teachers consistently demonstrated strong cultural competencies in establishing supportive classroom norms, promoting inclusive environments, and recognizing student differences. The observed CRMP scores reflect teachers’ growth trends in the demand dimension of implemented mathematics tasks. However, they struggled implementing mathematics tasks that reflect authentic relevance and agency, even though all three core dimensions of CRMP were evident in the designed tasks. Teachers' self-reports indicated a shift toward more student-centered instruction, which is consistent with increased tasks’ demand. 
    more » « less
  3. ; ; ; (, Society for Information Technology and Teacher Education)
    The field of computer science continues to lack diversity, which has led to new efforts toward increasing access to computer science among all students. In order to address the underrepresentation of minoritized youth in computer science, we developed and delivered a culturally responsive and equityfocused computer science professional development model for helping teachers apply culturally relevant pedagogy alongside computer science principles within their classrooms. This paper focuses on how teachers experienced and processed this infusion of culturally relevant pedagogy into computer science professional development. Findings suggest that the ways in which participating teachers’ contexts and experiences influence the ways in which they conceptualize culturally relevant pedagogy and plan to implement it into their classrooms. 
    more » « less
  4. ; (, Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), http://erme.site/cerme-proceedings-series/)
    This study utilised the theoretical framework of instrumental orchestrations to analyse changes in types, frequencies, and sequences of orchestrations of two co-teachers in a 3rd grade Integrated Collaborative Teaching (ICT) classroom in New York City public school. The teachers implemented mathematics activities that used Finch robot and native block-based coding App to address topics in the standards-based curriculum while also attending monthly professional development (PD) sessions to support their implementation of these activities. Analysis of six videos collected over a period of one year indicated that as time progressed, the teachers felt more confident in using Finch to support mathematics instruction. They shifted from mostly teacher-centred orchestrations towards more student-centred ones. At the same time, they started using more types of orchestrations which also led on average to a larger orchestration frequency. 
    more » « less
  5. ; ; ; ; (, 2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT))
    This paper examines the use of collaborative curriculum design (co-design) as a strategy for supporting teacher professional learning and the implementation of an inclusive middle school computer science and digital literacy (CSDL) curriculum in three urban school districts. The curriculum is focused on students developing mobile apps that provide social and community good. The second year of the project has been dedicated to developing and piloting curriculum resources that support remote learning and culturally relevant pedagogy while the partner districts switched to remote and hybrid instructions. This study explores teachers’ professional learning experiences in the collaborative design of curriculum materials and piloting the curriculum at their own classrooms. The paper includes analysis of three data sets: (1) co-design meeting notes and teacher reflections; (2) semi-structured interviews with teachers who co-designed and piloted the curriculum; (3) student pre- and post-survey responses on their attitude and interest in learning CSDL. Preliminary results indicate that the co-design approach supplemented with one-on-one coaching has not only facilitated the curriculum development process but also fostered professional learning and collective capacity building for implementing the project curriculum in the partner districts. Findings from student surveys show that students perceived their understanding of, and interest in computer science and creating apps were slightly improved, regardless of gender. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email