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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.