Robert Berry headshot

Robert Q. Berry

Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Bavaro 234G
417 Emmet St S
Charlottesville, Virginia 22903
Ph.D., University of North Carolina at Chapel Hill, 2003
M.A.T., Christopher Newport University, 1998
B.S., Old Dominion University, 1991

Much of Berry's research has focused on understanding the mathematics experiences of Black boys and examining factors that mitigate differentials in mathematical experiences and outcomes.  Equity issues in mathematics education are central to Berry's research efforts with four key related areas:  a) Black learners' mathematics experiences and identities; b) mathematics teaching practices; c) teaching and learning mathematics in urban settings; and d) exploring the interactions between technology education and mathematics education with a particular focus on children's engineering. 

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.  Berry has collaborated on the Children's Engineering Initiative in the Curry School of Education to use digital fabrication to incorporate engineering design principles into mathematics education.  Berry's most recent work has focused on using qualitative metasynthesis as an approach to understand the mathematics experiences of learners

Berry has published over 70 articles, book chapters, and proceedings.  His articles have appeared in the Journal for Research in Mathematics Education, Journal of Teacher Education, American Educational Research Journal, Mathematics Teaching in the Middle School, Teaching Children Mathematics, and others.  He was on the writing team for the National Council of Teachers of Mathematics (NCTM) newest landmark publication Principles to Actions: Ensuring Mathematical Success for All (2014).  Additionally, he is an author for Pearson's enVisionMATH 2.0 (2016).  Berry served on the Board of Directors of the National Council of Teachers of Mathematics (NCTM) 2011-2014, recipient of NCTM's Linking Research to Practice Publication Award for volume years 2010 and 2014, recognized as the 2011 Mathematics Educator of the Year by the Virginia Council of Teachers of Mathematics (VCTM), and a recipient of the University of Virginia's 2011 All University Teaching Award

CU-CISE Berry NCTM President
Source: National Council of Teachers of Mathematics, Inc.
June 01, 2017 – September 30, 2021
EDIS 5320: Mathematics in the Elementary School
Credits: 3
Designed to teach elementary preservice teachers the Virginia Mathematics Standards of Learning content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; Patterns, Functions, and Algebra. This course also focuses on the processes for planning, instructing, and assessing mathematics understanding -- Problem solving, reasoning, and proof, mathematical communication, mathematical connections, and respresentation. Restricted to elementary education, ECDR.
EDIS 5450: Teaching Mathematics in Secondary Schools I
Credits: 3
Students analyze mathematical behavior and problem solving, examine the latest thinking regarding school mathematics, explore the uses of technology to enhance mathematics learning and teaching, and plan and teach mini-lessons demonstrating instructional competence. Emphasizes the understanding and application of Mathematics. Prerequisite: Admission to the Teacher Education Program or Instructor Permission.
EDIS 5854: Content Area Seminar in Mathematics
Credits: 3
This seminar is designed for further secondary teachers enrolled in the one-year Master of Teaching Secondary Program who are seeking initial certification in the state of Virginia. Designed to accompany the 5864 Clinical Experience, this seminar provides opportunities to discuss, process, and reflect on experiences in the clinical placement.
EDIS 5864: Clinical Experience in Mathematics Education
Credits: 6
Designed for future secondary teachers enrolled in the one-year Master of Teaching Secondary Program who are seeking initial certification in the State of VA. A semester long intensive clinical experience designed to develop skills in fostering positive professional relationships with adolescent students, colleagues, & peers; observing & reflecting on instruction; & designing & implementing individual, small group, & whole class instruction.
EDIS 7993: Independent Study
Credits: 1–6
Course permits students to work, under close faculty guidance, on an individual research project. Research done in this course may not be considered a part of thesis or dissertation work. Enrollment in this course should be limited to two three-credit registrations (six credits) at the doctorate level. Exceptions to this regulation should have the approval of the advisory committee and the dean of the School of Education.
EDIS 8970: Field Study
Credits: 3–6
In this student-driven, field-based course, students perform work at a school, district, or other educational setting to investigate and address a specific question, challenge, need, or interest of the partner organization. Students make informed analyses of the educational issues and present findings.
EDIS 9740: Internship in College Teaching or Supervision
Credits: 1–6
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member.
EDIS 9991: Ed.D. Research
Credits: 1–12
Ed.D. Research conducted under the guidance of dissertation/capstone committee. 12 hours required for graduation. Permission of Instructor required.
EDIS 9995: Independent Research
Credits: 1–6
Permits students to work jointly with faculty or other students in cooperatively designing and executing research projects. The nature and scope of such projects are advanced beyond the master's level, and a plan of research should be signed and filed in the student's permanent file. Prerequisite: Advisor permission.
EDIS 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required
EDIS 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.