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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. 

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. 

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. 

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.