Learning Trajectories of Teachers’ Cultural Competencies in Teaching Mathematics With Robots in Elementary School

• In Event: Mathematics Teaching: A Focus on Pedagogical and Content Knowledge

Abstract

This study followed mixed methods research design to explore the influence of professional development (PD) on the elementary school teachers' cultural competencies as they integrated culturally-relevant robot coding activities into teaching mathematics to predominantly Latinx and Black students. Results indicated that although teachers co-designed tasks with high relevance and agency, these culturally relevant mathematics pedagogy (CRMP) dimensions were rarely addressed during teaching. Teachers demonstrated competencies in establishing supportive classroom norms, promoting inclusive environments, and recognizing student differences. Over time, teachers improved in modeling high expectations and integrating student culture. Teachers’ self-reported reflections revealed shifts from technical challenges to student engagement and teaching strategies, highlighting the positive impact of robot-coding activities on student independent learning and multiple ways of problem-solving.

Authors

• Chamarra Alicia Ophelia Coward, Teachers College, Columbia University

• Marcus Cheung, Teachers College, Columbia University

• Irina Lyublinskaya, Teachers College, Columbia University