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Betsy Berry
Purdue University Fort Wayne
berrys@pfw.edu
My name is Betsy Berry. I teach in the Department of Mathematical Sciences at Purdue University Fort Wayne. I started teaching there in August, 2005 after Terry recommended me to the department chair while I was still working on my PhD at Purdue West Lafayette.
Terry was an important part of my experience at Purdue for many reasons. I was in my late fifties when I started on my degree and after many years as a classroom teacher and professional developer, it was a challenge to make the transition to student and researcher. Terry helped. She was a mentor, friend and role model and helped me on that journey.
In Fall 2002, I took her class at Purdue based on her book Beyond Classical Pedagogy and it made a difference. After being in that course, she invited me to collaborate on an editorial that she was writing for JMTE on “design research” and mathematics teacher education. That course and her writing were very influential in my doctoral research for my dissertation.
When I was “homeless” in 2003 (i.e. between sabbatical houses) she welcomed me into her house for the summer.
Guadalupe Carmona
University of Texas at San Antonio
Guadalupe.Carmona@utsa.edu
Dr. Carmona’s research has focused on the design, implementation and evaluation of innovation and technology-supported educational reforms in STEM education in national and international settings. She also conducts research on formative assessment of student learning that takes place in the classroom, and how the use of these practices and indicators can be extended at a large-scale. She is currently Professor in STEM Education at The University of Texas at San Antonio and also serves as Executive Director of ConTex, an initiative between the University of Texas System and Mexico’s National Council of Science and Technology (CONACYT) to foster binational academic collaborations between Mexico and Texas that are mutually beneficial for both countries.
Anna Connor
University of Georgia
AnnaMarie Conner is a professor of mathematics education at the University of Georgia. She investigates teachers’ beliefs and identity construction during teacher education and how teachers learn to support collective argumentation in mathematics classes. These two lines of research come together in findings describing how teachers’ beliefs impact their classroom practice with respect to collective argumentation. Dr. Conner’s work investigates the complex connections between teacher education, teacher characteristics, and teacher practice. She is currently collaborating with secondary mathematics teachers in supporting mathematical arguments as well as investigating how elementary teachers navigate infusing argumentation into integrative STEM instruction.
Carla Gerberry
Xavier University
My name is Carla Gerberry. I am an associate professor of Mathematics Education at Xavier University. Terry was my Master’s and PhD advisor as well as my friend, mentor and professor. We had a wonderful relationship that kept me going through my thesis.
Margret Hjalmarson
George Mason University
Margret Hjalmarson is a researcher in mathematics education and engineering education. Her scholarly and research interests include mathematics teacher leadership, faculty development for teaching in STEM education, and design-based research frameworks for education. She has worked at the US National Science Foundation and George Mason University. She met Terry Wood at Purdue University as part of a group of mathematics education doctoral students from 2000-2004. She was also lucky enough to travel with Terry to conferences and visit Terry while she was in Melbourne to collaborate with Australian colleagues.
Lindsay Keazer
Sacred Heart University
Lindsay Keazer is an assistant professor of mathematics education at Sacred Heart University in Fairfield, CT. She currently teaches mathematics content and mathematics methods courses and investigates the development of culturally responsive pedagogies for teaching mathematics, both in herself and her students. She was a grad student of Terry’s from 2005-2008.
Götz Krummheuer
Frankfort University
I started my professional career as an associate professor at the Pädagogische Hochschule in Karlsruhe, Germany. I continued as a full professor at the Freie Universität Berlin and completed my career at the Goethe Universität Frankfurt am Main. In 2016 I retired. I got to know Terry Wood as one of the researchers of the Spencer project “The Coordination of Psychological and Sociological Perspectives in Mathematics Education." After the project, we remained in contact and developed a personal friendship beyond the scientific exchange. We met several times, for example, during Terry's stay in Oxford and Melbourne. In this sense my loss is a double one.
Graceann Merkel
In 1986, I became a member of the National Science Foundation funded mathematics project, Purdue Problem-Centered Mathematics Curriculum. I met Terry Wood, Erna Yackel, and Paul Cobb. Each person on the team focused on a specific part of the project. Terry’s focus was on teachers and teacher training. My focus initially was to implement the math curriculum we were developing in a public school second grade classroom. Once the curriculum was collaboratively written, the second grade teachers in our school corporation were given an opportunity to attend workshops and learn a different way to teach mathematics to their students. Terry always encouraged me to think for myself and recognized my years of classroom teaching adding credibility to our project. She inspired my confidence in professionally developing curriculum well as sharing with other educators on a local and international level.
Jill Newton
Purdue University
I have had the pleasure of serving on Purdue’s mathematics education faculty for 13 years. Unfortunately, I did not have the opportunity to work with Terry as she was retiring when I arrived in 2008 – she was one of the main reasons I applied for the position. We were both born and raised in Michigan and attended Michigan State University; I knew of her work before applying to Purdue as I was interested in anything related to classroom discourse. I will always be grateful to Terry because when she heard that I had accepted the position at Purdue, she summoned me to South Bend (where she was living at the time) to give me advice about settling in at Purdue; it took me a while to realize how important that advice (after her 20-year career at Purdue) would be, but I certainly get it now. After planning this conference, I feel like I know so much more about her important contributions, well beyond what I imagined…it was inspiring to hear so many stories about her impact as a mentor, colleague, and friend.
Eloisa Rodriguez
DelCampo School
Terry felt a connection with Honduras as she had been helping Alison Bixby Stone School in Zamorano, Honduras with Jerry Peters. He was supporting the Agricultural School and Terry with other professors on the Educational Side. She was going on sabbatical in 2006 and Sara and I started house sitting that semester. When she returned we were to stay for the rest of the school year but a really good friendship developed and stayed forever.
Sara Solorzano
Curriculum and Instruction Director, DelCampo School, Tegucigalpa. Honduras
I got my master's in 2008 and my Ph.D. in 2013 at Purdue University. Previously I had been an elementary teacher in a small bilingual school -Alison Bixby Stone, at the agricultural university of Zamorano, Honduras. Zamorano has many ties with prestigious universities around the world and it was through the School of Agricultural Education at Purdue that we got to have professors providing us professional development sessions during the summers. I met Terry Wood in the summer of 1999 when she taught us the wonders of teaching math to kids. She had kept a close relationship with our school through the years and when she heard I had been accepted to the College of Education at Purdue she immediately offered her help and with that her home, her family, and her friendship.
Megan Staples
University of Connecticut
I had the pleasure of working with Terry at Purdue from August of 2003- December 2005. When I applied for the position, I knew Terry’s work – as I had used it in my dissertation work – but had not met Terry. She was one of those amazing, up-on-a-pedestal scholars in my world. After receiving the offer, I talked with Lee Shulman about it. I had two offers – one was a lot closer to home. Lee suggested that I might really want to be part of the strong teacher education institutions that the Midwest had to offer. He also suggested that I’d learn a lot from Terry. (Lee, by the way, was one of her committee members at MSU.) And so I did. And Lee was right.
I thoroughly enjoyed my time at Purdue. I was surrounded by wonderful colleagues, had a great department chair, and had Terry’s ongoing support. She helped me navigate that first job, grant writing, departmental logistics and more. At Purdue, I saw Terry invest in students, deftly manage her work life and commitments, wrestle with questions of import and think about how to make progress on them, support me and another new faculty member, and welcome people into her home. Similar to Jill, she offered me advice for how to navigate certain parts of the job and various relationships. Not surprisingly, I wish I’d observed more closely!
Terry of course took personal interest in me and my family as well. My sister had twins – a boy and a girl – and Terry always asked after them, and rooted for the girl who was born about half the weight of her chunky brother. (She’s now 5’ 10”.) She kept engaged with the NSF-funded collaborative grant with Portland State, the JAGUAR Project, even when ill. She had me out to Ohio with my 15-month-old daughter, so we could talk through some of the early videos and think about where the analysis was headed. She even did some coding on the videos.
Putting together this conference has been yet another gift from Terry! Having the opportunity to connect with so many scholars and people who knew Terry has been an amazing journey in and of itself. Time after time, Jill and I have marveled at Terry’s impact, the qualities of her character, her commitment to teachers and students, and the insight and rigor of her scholarship and editorial work. I am so grateful to have had this opportunity to learn from Terry in a new way.
Janell Uerkwitz
Dayton Elementary School
I was a 2nd grade teacher at Dayton Elementary when I heard about PPCMP. When it was presented to me it made sense and was immediately intriguing to be valued by researchers.
Terry was part of the research team. I feel that each one had their role. As I reflect on that I remember Terry as the relationship person, and the one who connected our roles as classroom teachers. The biggest impact that she had was the reflection piece. Why did we say what we said as teachers, in response to our students and helping us dissect meaning.
She had a way of connecting with us in a very genuine & comforting way. I looked forward to our gatherings as we reflected on video clips.
I retired in July 2021 as an elementary school principal, ending a 44 year career in public education. One of the most powerful tools for my growth as an educator has been learning to reflect on my teaching!
Gaye Williams
University of Melbourne
Dr. Gaye Williams, Honorary Senior Fellow at the International Centre for Classroom Research at The University of Melbourne, was a Year 7-12 teacher for over 30 years and has been a researcher in mathematics classrooms from Preparatory (pre-Year 1) to Year 12—including her own Year 12 higher level calculus classes. Her teaching expertise, demonstrated by the 1994 Victorian Award from NiETA (National Excellence in Teaching), has been invaluable to her analysis of classroom interactions. Her PhD on improving the intellectual and affective quality of mathematics lessons, undertaken in Year 8 classrooms internationally, was awarded the 2007 University of Melbourne Chancellor’s Prize. Findings from this thesis have focused her subsequent research into the role of resilience in collaborative mathematical problem solving and why it is a crucial characteristic to build in both students and teachers. Her research interests overlapped with Terry’s and both were passionate about teaching. This lead to many intense conversations about research and teaching (2001-2010). Gaye perceived Terry as a mentor, colleague, and friend who has significantly changed her (Gaye’s) life.
Erna Yackel
Professor Emeritus, Purdue University Northwest
eyackel@pnw.edu
Throughout my career I have investigated the development of social norms, sociomathematical norms, and argumentation in mathematics classrooms. This work has its genesis in my collaboration with Terry Wood and Paul Cobb at Purdue, West Lafayette. That work began with the classroom teaching experiment we conducted in GraceAnn Merkel’s second grade classroom in the 1986-87 school year to study “the development of primary level curricula emphasizing child-generated thinking strategies and algorithms.”
That work led to two additional projects that Terry and I collaborated on with others. These were “Children’s construction of arithmetic algorithms in social context,” conducted in conjunction with Paul Cobb, and “The coordination of psychological ad sociological analyses in mathematics education,” conducted in conjunction with Cobb, and with the research team of Bauersfeld, Voigt, and Krummeheuer, from the University of Bielefeld, Bielefeld, Germany.
Terry’s interests were mainly in understanding the teacher and the teacher’s role in the classroom while my interests were more in the mathematical aspects of the children’s and the teacher’s actions. An early paper that Terry and I collaborated on titled, “The development of collaborative dialogue in small group interactions,” investigated specific actions the teacher took that made it possible for the students in the group to work collaboratively. The paper was initially prepared for the Sixth International Congress of Mathematics Education held in Budapest, Hungary in 1988 and was later published in the book that Terry edited with Steffe in 1990 titled, “Transforming early childhood mathematics education: An international perspective.”
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