September 13, 2019
Catalyzing Change: Putting the Recommendations into Actions
(Fountain Blue in Desplaines)
Our September MMC talk centers on the key recommendations from Catalyzing Change in High School Mathematics: Initiating Critical Conversations. Participants will unpack case studies related to Catalyzing Change. This talk will focus on how states and school districts can take a systemic approach towards equitable teaching, common pathways, and changes in curriculum. The goal of this session is to initiate conversations grounded in the steps that must take place to bring about and give support to necessary changes in school mathematics.
Robert Q. Berry III is a professor in the Curry School of Education at the University of Virginia, with an appointment in Curriculum, Instruction, and Special Education. Berry teaches mathematics methods courses in the teacher education program at the University of Virginia. Additionally, he teaches graduate level mathematics education courses and courses for in-service teachers seeking a mathematics specialist endorsement. He is a former middle school teacher and was twice named Teacher of the Year in Virginia.
Equity issues in mathematics education are central to Berry’s research efforts within four related areas: (1) understanding Black children’s mathematics experiences (mathematical identities and agency); (2) measuring standards-based mathematics teaching practices; (3) unpacking equitable mathematics teaching and learning; and (4) exploring interactions between technology and mathematics education.
Berry has extensive experiences in classroom observation and is the lead developer of an observation instrument, Mathematics Scan, which measures standards-based mathematics teaching practices. Robert Berry received his Bachelor of Science degree from Old Dominion University, earned his master’s degree from Christopher Newport University, and holds a Ph.D. from the University of North Carolina at Chapel Hill.
To RSVP for this meeting, please see our Reservations Page.