Office location and address
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