Abstract: We explore prospective teachers’ development of mathematics teaching within an elementary mathematics methods course through a model that engages them in learning about technological tools and about community-based mathematics practices in order to design and implement STEM activities that leverage both robotics and funds of knowledge. We qualitatively analyzed lesson plans and written reflections from two groups of prospective teachers who implemented robotics activities they designed during a family STEM event at a local elementary school. Findings show how PTs’ developed mathematics teaching that used cultural, linguistic, and cognitive resources from home and community settings to promote learning school mathematics with robotics. In particular, we found: (1) the choice to integrate robotics supported more meaningful connections to funds of knowledge than is typical in mathematics lessons by prospective teachers; (2) sense of place provided an accessible entry point for teaching mathematics with funds of knowledge and technology; and (3) inclusion of other content areas helped strengthen connections. Further, we found that prospective teachers emphasized the role of both funds of knowledge and technology in supporting more equitable mathematics engagement among elementary students.