The primary goal of our project is to improve achievement and interest in mathematics of New York City Black and Latinx students in grades 1-3 to build a foundation for interest and success in future STEM careers. We are working with two Title I schools in Brooklyn, NY, where we have 12 teachers-participants teaching in ICT (large percentage of students with disabilities) and bilingual (large percentage of English language learners) classrooms. In the first year of the project, the project team and the teachers co-designed a total of 146 culturally-relevant robot coding mathematics activities. This year the teachers are pilot-testing developed activities in their classrooms while participating in monthly grade-based PD workshops where they discuss the ways of introducing activities to the students and reflect on implemented activities. We also engaged STEM professionals of color to come to schools and share their stories with the students. In its design, this project seeks to build on key lessons from research: that integrating coding and robotics into math instruction in elementary school can help make math more engaging and relevant to the students; and that on-site, intensive professional development (and co-designed curricular activities) facilitate teacher learning, development of instructional repertoires aligned with culturally relevant pedagogy tenets, and take-up of mathematics reform activities.