Dr. Robert Berry
Monday, October 12
Robert Q. Berry III Ph.D. is the Samuel Braley Gray Professor of Mathematics Education in the School of Education and Human Development at the University of Virginia and the Past President of the National Council of Teachers of Mathematics (NCTM). Berry teaches mathematics methods courses in the teacher education program, graduate-level mathematics education courses and courses for in-service teachers seeking a mathematics specialist endorsement. Equity issues in mathematics education are central to Berry's research efforts within 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 co-edited the 2020 book High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice which explain how to teach mathematics for self- and community- empowerment. He has published over 100 articles, book chapters, and proceedings. His articles have appeared in the Journal for Research in Mathematics Education, Journal of Teacher Education, and the American Educational Research Journal. Berry 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.
Dr. Juli Dixon
Monday, October 19
Juli K. Dixon, Professor of Mathematics Education at UCF
Alex Dixon, College student in Early Childhood Development at UCF
Jessica Dixon, College student in Neuroscience and Statistics at FSU
Title: Redefining Success: Supporting All Students to Reach Their Full Potential
Juli and her daughters Alex and Jessica provide a unique perspective on how to support each and every student to learn. Juli, a university mathematics educator, provides the viewpoint of both the educator and the parent of children with special needs. Alex, an early childhood development major, shares her story related to both medical and educational struggles. Jessica, who is majoring in neuroscience and statistics, provides the position of both the sibling and student with a disability and connects her experiences as a high achiever to a new perspective on Universal Design for Learning.
Objectives: Participants will:
- Connect with the Dixon family’s journey,
- Explore what it feels like to “walk” in the shoes of a student with special needs, and
- Be supported in helping students to reach their full potential.
Dr. Tamara Pearson
Monday, October 26
Dr. Tamara Pearson is the inaugural Director of the Center of Excellence for Minority Women in STEM at Spelman College where she is focused on improving the STEM pipeline by expanding opportunities for women of color. Prior to that she served as Associate Director of School and Community Engagement at the Center for Education Integrating Science, Mathematics and Computing (CEISMC) at the Georgia Institute of Technology. Dr. Pearson also has a strong background in public school education. She has taught 8th grade mathematics, served as a mathematics instructional coach, and supported multiple elementary and middle schools where she facilitated professional development to help teachers utilize best practices in mathematics pedagogy. In addition, as former president of the Georgia Association of Mathematics Teacher Educators (GAMTE) and regional representative for the Georgia Council of Teachers of Mathematics (GCTM), Dr. Pearson understands the importance of engaging multiple stakeholders within Georgia around issues of access and equity. Dr. Pearson received a Bachelor of Science in Mathematics from Spelman College, with a minor in Computer Science, and a PhD in Curriculum and Instruction with a specialization in Educational Technology from the University of Florida.
Dr. Aris Winger
Wednesday, October 14
Aris Winger is an Assistant Professor of Mathematics at Georgia Gwinnett College. A native of the District of Columbia, his recent major interests of study include equity in the classroom, courageous conversations in educational contexts and social justice mathematics. A graduate of Howard University (B.S. in mathematics) and Carnegie Mellon University (M.S. and Ph.D in mathematical sciences) his primary focus is achieving equity for all students in classrooms that range from K through 16. He is a proud husband and father of one daughter.
Dr. Christopher Jett
Thursday, October 22
Dr. Christopher C. Jett is an Associate Professor of Mathematics Education in the Department of Mathematics at the University of West Georgia. His current research project, funded via the prestigious CAREER award from the National Science Foundation (NSF), investigates the mathematics experiences of high-achieving African American male STEM majors. He is a 2019 recipient of the Presidential Early Career Award for Scientists and Engineers (PECASE) as well as the recipient of the 2019 Early Career Award from the Association of Mathematics Teacher Educators (AMTE). Dr. Jett’s scholarship has been published in the Journal of African American Studies, Mathematics Teacher, and the Journal for Research in Mathematics Education. In addition, he is co-editor of Critical Race Theory in Mathematics Education (Routledge, 2019).
Thursday, October 29
Marian Dingle is a veteran classroom elementary educator of twenty-one years. Always passionate about mathematics, her early career involved advocating for marginalized students and families. More recently, she has moved toward public advocacy, activism, and scholarship, fascinated by the intersection of mathematics and social justice. She has been a member of Building Leadership Teams, led grade level teams, served on district mathematics committees, state committees, selected to the Principal’s Advisory Committee, and mentors new educators.
As a Heinemann Fellow, she is currently researching the ways in which positive cultural identity affects student confidence, efficacy, and academic performance. She speaks nationally about culturally responsive teaching and pushes the conversation through her blog, Twitter, and in person. She has written for the new NCTM publication, Mathematics Teacher: Learning and Teaching PK-12, the Global Math Department, and EdWeek, and has been featured on podcasts such as Teaching Hard History and Pushing the Edge. She is a member of the NCTM Program Committee for the Atlanta Annual Meeting, the NCTM Classroom Resources Committee and the Teaching Tolerance Advisory Board.