Robert Q. Berry III
Position: Associate professor (mathematics education), University of Virginia (UVA) (2011–).
Education: B.S. (middle grades education), Old Dominion University (ODU); M.A.T. (mathematics education), Christopher Newport University; Ph.D. (mathematics education), University of North Carolina (UNC) at Chapel Hill.
Previous Experience: Assistant professor: UVA (2005–11), ODU (2002–05); assistant director and pre-college coordinator, Center for Mathematics & Science Education, UNC–Chapel Hill (2000–02); mathematics and science teacher: Chapel Hill–Carrboro (North Carolina) Public Schools (middle school) (1998–99), Newport News (Virginia) Public Schools (elementary and middle school) (1992–98), Lynchburg (Virginia) Public Schools (middle school math, science, and technology) (1991–92).
Memberships: NCTM; National Council of Supervisors of Mathematics (NCSM); Association of Mathematics Teacher Educators (AMTE); Benjamin Banneker Association (BBA); TODOS: Mathematics for ALL; American Educational Research Association; Virginia Council for Teachers of Mathematics (VCTM); Virginia Council of Supervisors of Mathematics; 100 Black Men of America.
Activities in NCTM: Member: Principles to Actions Professional Development Working Group (2015–), Principles to Actions: Ensuring Mathematical Success for All Writing Team (2013–14), Board of Directors (2011–14), Executive Committee (2013–14), Research Committee (2011–14), Annual Meeting Program Committee (Indianapolis) (2009–11), Regional Program Committee (Cleveland) (2007–09), Achievement Gap Task Force (2003–05), Equity and Diversity Advisory Committee (2002–03); chair: Budget and Finance Committee (2013–14 and member, 2012–14), Teaching Children Mathematics Editorial Panel (2008–09 and member, 2006–09).
Other Activities: VCTM: board member (2015–17); AMTE: Annual Meeting Committee (2016–17), Technology Committee (2012–15), Elementary Mathematics Specialist Task Force (2009–10), Equity Task Force (2007–10); Council for the Accreditation of Educator Preparation: Research Committee (2014–17), Inquiry Brief Commission (2014–17); NCSM: Equity Panel (2007–08); BBA: editor, Banneker Speaks (2006).
Publications: Author team member: enVisionmath 2.0 Common Core (6–8) (Pearson, 2017), enVisionmath 2.0 Common Core (K–5) (Pearson, 2016); writing team member, Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014); author or co-author of more than 75 articles, chapters, and proceedings.
Honors: Excellence in Teaching Alumni Award (UNC School of Education, 2016); Linking Research to Practice Publication Awards: Mathematics Teaching in the Middle School (2013–14), Teaching Children Mathematics (2010–11) (NCTM Research Committee); All-University Teach Award (UVA, 2011); Mathematics Educator of the Year (VCTM, 2011); Teacher of the Year: Booker T. Washington Middle School (1997–98), Dunbar-Erwin–An Achievable Dream Magnet School (1995–96).
Statement: I have collaborated with teachers, leaders, parents, and community members across the United States and have been a teacher at nearly all levels. These experiences have afforded me a perspective on the issues facing mathematics teaching and learning across diverse contexts. I see myself as a teacher who is always learning and improving my professional practice. I bring a strong sense of equity and fairness, rooted in my understanding of the mathematical experiences of students of color and the belief that all students deserve access to learning environments and resources that support their engagement with mathematics. I bring an ability to establish rapport and trust with people from diverse backgrounds by working to understand their perspectives, histories, and lived experiences. I understand the importance of building partnerships and how to draw on each partner's strengths to achieve a common goal. In sum, I bring experiences and abilities that make me an effective advocate for teachers and students.
At a time when mathematics teaching and learning are under intense pressure, NCTM's Access & Equity and Advocacy strategic priorities should receive tremendous support. One initiative that I would propose is to develop partnerships with schools, school divisions, communities, and organizations that have demonstrated a commitment to and success in improving mathematics learning outcomes by intentionally implementing strategies, practices, and policies. This initiative would contribute to our understanding of how these tools can be used effectively at all levels. A second initiative would be to broaden NCTM's collaborative efforts with affiliates and other organizations to develop ways to support teachers and students. This initiative would work with these groups to broaden the space for mathematics teaching and learning to include not only classrooms and schools but also policy spaces, homes, and communities. These collaborations would amplify NCTM's voice in national, state, and provincial discussions of mathematics education.
Membership is a major challenge facing the Council. NCTM must rethink its membership model, working to ensure that longtime members continue to value NCTM while showing potential members the value of associating themselves with NCTM. This can done by tapping into their interests in social media and other digital technologies to promote interactive communities of professionals. Such efforts broaden the Council's space for professional learning while maintaining meaningful engagement with the membership.