Robert Q Berry
Biographic Data
| ID | 1606146 |
|---|---|
| NAME | Robert Q Berry |
| GIVEN NAMES | Robert Q |
| FAMILY NAME | Berry |
| SIGNATURE | BERRY R Q |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0001-5357-2924 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Connecting Discretionary Spaces to Mathematics Teaching Practices and Systemic Violence of Historically Excluded Learners
There is a significant body of research in mathematics education suggesting that historically excluded learners (Black, Latinx, Indigenous, and poor) experience devaluation, inequities, exclusion, and violence (Berry, 2008; Gutiérrez, 2002; Gutstein, 2003; Martin, 2015; McGee & Martin, 2011). Research, policies, and reforms in education “[have] been violent to marginalized peoples who are represented by perspectives that are neither kind to their…
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
This study investigates the effectiveness of the Responsive Classroom ( RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers a…
Examining a history of failed reforms and recent stories of success: Mathematics education and Black learners of mathematics in the United States
There is a long history indicating that during times of reform, the interests and needs of Black children are in many ways dismissed. This history culminated in 1990’s to what is described today as the ‘Math Wars.’ The underlying narrative focuses on America’s national security, technological interests, social efficiency, and the perpetuation of White privilege. There are intense debates focusing on curriculum, teaching, learning, and assessment …
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice
Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or the context in which their mathematics learning takes place. We argue that culturally relevant instruc…
Adding Value to Public Schools: Investigating Teacher Education, Teaching, and Pupil Learning
This research investigated the value added to middle school public education by pedagogically trained college students. An experimental design was employed in which 680 middle school pupils were randomly assigned to instructional groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student taught four lessons to his or her instructional group. Pupils were…
Voices of success: Descriptive portraits of two successful African American male middle school mathematics students
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice
Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or the context in which their mathematics learning takes place. We argue that culturally relevant instruc…
Examining a history of failed reforms and recent stories of success: Mathematics education and Black learners of mathematics in the United States
There is a long history indicating that during times of reform, the interests and needs of Black children are in many ways dismissed. This history culminated in 1990’s to what is described today as the ‘Math Wars.’ The underlying narrative focuses on America’s national security, technological interests, social efficiency, and the perpetuation of White privilege. There are intense debates focusing on curriculum, teaching, learning, and assessment …
Voices of success: Descriptive portraits of two successful African American male middle school mathematics students
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
This study investigates the effectiveness of the Responsive Classroom ( RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers a…
Adding Value to Public Schools: Investigating Teacher Education, Teaching, and Pupil Learning
This research investigated the value added to middle school public education by pedagogically trained college students. An experimental design was employed in which 680 middle school pupils were randomly assigned to instructional groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student taught four lessons to his or her instructional group. Pupils were…
Voices of success: Descriptive portraits of two successful African American male middle school mathematics students
Adding Value to Public Schools: Investigating Teacher Education, Teaching, and Pupil Learning
This research investigated the value added to middle school public education by pedagogically trained college students. An experimental design was employed in which 680 middle school pupils were randomly assigned to instructional groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student taught four lessons to his or her instructional group. Pupils were…
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice
Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or the context in which their mathematics learning takes place. We argue that culturally relevant instruc…
Examining a history of failed reforms and recent stories of success: Mathematics education and Black learners of mathematics in the United States
There is a long history indicating that during times of reform, the interests and needs of Black children are in many ways dismissed. This history culminated in 1990’s to what is described today as the ‘Math Wars.’ The underlying narrative focuses on America’s national security, technological interests, social efficiency, and the perpetuation of White privilege. There are intense debates focusing on curriculum, teaching, learning, and assessment …
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
This study investigates the effectiveness of the Responsive Classroom ( RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers a…
Connecting Discretionary Spaces to Mathematics Teaching Practices and Systemic Violence of Historically Excluded Learners
There is a significant body of research in mathematics education suggesting that historically excluded learners (Black, Latinx, Indigenous, and poor) experience devaluation, inequities, exclusion, and violence (Berry, 2008; Gutiérrez, 2002; Gutstein, 2003; Martin, 2015; McGee & Martin, 2011). Research, policies, and reforms in education “[have] been violent to marginalized peoples who are represented by perspectives that are neither kind to their…
Teacher Education and Leadership Studies (6 works) · Mathematics education (4 works) · Mathematics Education and Teaching Techniques (4 works) · Pedagogy (4 works) · Psychology (4 works) · Gender Studies (3 works) · School Choice and Performance (3 works) · Sociology (3 works) · Academic achievement (2 works) · Context (archaeology (2 works)