Catalyzing Change in High School Mathematics
"Catalyzing Change in High School Mathematics: Initiating Critical Conversations" identifies and addresses critical challenges in high school mathematics to ensure that each and every student has the mathematical experiences necessary for his or her future personal and professional success. This session provides an overview of Catalyzing Change and initiates critical conversations centering on the following serious challenges: explicitly broadening the purposes for teaching high school mathematics beyond a focus on college and career readiness; dismantling structural obstacles that stand in the way of mathematics working for each and every student; implementing equitable instructional practices; identifying Essential Concepts that all high school students should learn and understand at a deep level; and organizing the high school curriculum around these Essential Concepts in order to support students’ future personal and professional goals. Catalyzing Change is written to engage all individuals with a stake in high school mathematics in the serious conversations that must take place to bring about and give support to necessary changes in high school mathematics.
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world's largest mathematics education organization, with 60,000 members and more than 230
affiliates internationally. Dr. Berry is a Professor in the Curry School of Education and Human Development at the University of Virginia with an appointment in the Curriculum Instruction and Special Education. Berry teaches in the teacher education program and graduate level mathematics education course. He is a former middle school teacher and was twice named teacher of the year.
Equity issues in mathematics education are central to Berry’s research efforts with four related
areas: a) understanding Black children’s mathematics experiences (mathematical identities and
agency); b) measuring standards‐based mathematics teaching practices; c) unpacking equitable
mathematics teaching and learning; and d) exploring interactions between technology and
mathematics education. Berry has published nearly 100 articles, book chapters, and proceedings. In addition, he served on the Board of Directors of the National Council of Teachers of Mathematics (NCTM) 2011‐2014 and is a two‐time recipient of NCTM’s Linking Research and Practice Publication Award. He was recognized as the 2011 Mathematics Educator of the Year by the Virginia Council of Teachers of Mathematics (VCTM), and received the University of Virginia’s All University Teaching Award in 2011.
Robert Berry received his Bachelor of Science degree from Old Dominion University, his
master’s degree from Christopher Newport University, and holds a Ph.D. from the University of
North Carolina at Chapel Hill.
