A specialist in teacher education, literacy and mathematics, Mary Hynes-Berry began teaching in the teacher certification master’s program in 1996. Since then, she also has been involved in a variety of professional development programs, currently including the Big Shoulders Foundation Early Childhood Specialist program and StoryBus. She has been a team member and instructor for the Early Math Collaborative, since it began and is one of the joint authors in their book, Big Ideas of Foundational Mathematics (2014).
Once a math-phobic educator with a doctorate in English, she was converted to a math enthusiast when she directed a K-3 mathematics curriculum project for Encyclopedia Britannica. She shares that enthusiasm for developing young children’s mathematical understanding with project participants as she promotes and demonstrates effective ways to teach math.
Hynes-Berry brings to her work more than 30 years’ experience using stories and storytelling as tools for learning. She has used that approach while working directly with young children, and taught both in-service and pre-service to use the techniques as well.
Areas of Expertise
Children’s literature as a teaching tool; early childhood mathematics and science learning and teaching; guided inquiry. She explores these issues in her book Don’t Leave the Story in the Book (2011). Teacher’s College Press.
B.A., English, Trinity College, Washington, D.C.;
M.A., Ph.D., English, University of Wisconsin, Madison
Adjunct faculty, Erikson Institute, 1996-present
Instructor, Early Mathematics Education Project, 2007-present
Consultant, New Schools Project, 2004-2009
Instructor, Erikson Institute Professional Development Courses, 2001-present
Adjunct Faculy, National Louis University, 1992-1993, 1994
Member, National Association for the Education of Young Children
Member, Association for Supervision and Curriculum Development
Member, American Educational Research Association
Member, World Forum for Teacher Education
2014. Hynes-Berry, M. “Stories and Storytelling: Good for the Heart and Mind, “ in Expressive Writing: Classroom and Community, ed K. Adams; Rowan and Littlefield, pp.7-33. (in press)
2014. Hynes-Berry, M and Berry H.G. “Reading an object”: Developing effective scientific inquiry using student questions” in The European Journal of Science and Mathematics Education (EJSME) Vol. 2, No. 2 (April 2014) , pp 87-97. http://www.scimath.net/issue.asp?volume=2&issue=2&years=2014&numara=22
2011. Hynes-Berry, Don’t Leave the Story in the Book: Using Children’s Literature for Inquiry across the Curriculum New York: Teachers College Press.
2012. Arleen Hynes and Mary Hynes-Berry. Bibliotherapy: the Interactive Process—A Handbook for Class or Self Study. Westview Publishing. Reissued 1994 by North Star Press of St. Cloud, Inc. 3rd edition with updates by Joy Sawyer.
2009. Hynes-Berry and Itzkowich, “The Gift of Error” in Conversations on Early Childhood Teacher Education. Ed S Gibbons and C. Gibbs. World Forum Foundation.
1991. Hynes-Berry, Mary and Basia Miller. Responding to Literature: World Literature.McDougal Littell Literature. Evanston IL.
1994. Developing Mathematical Power, K-2. 1994 Encyclopedia Britannica Educational Corporation, (credited as Program Director and as author of Folk tales. Program authors are Dr. Thomas Romberg, Dr. John Harvey, Mary Kay Tornrose-Dyer
1986. Arleen Hynes and Mary Hynes-Berry. Bibliotherapy: the Interactive Process–A Handbook for Class or Self-StudyWestview Publishing. Reissued 1994 by North Star Press of St. Cloud, Inc. (Still in print)
Telling Stories: A Storyteller’s Workbook, a combination of storytellings and reflections on how these stories can help us understand important developmental issues; organized to reflect Erikson’s stages of development.
Multicultural Math Tales. 15 folktales that feature mathematical problem-situations; each story will be accompanied by a teacher’s guide.
“Don’t Leave the Story in the Book: Bringing Measurement to Life.” NAEYC, November 2013.
“It’s the Praxsis that Counts.” NCTM Regional Convention, Las Vegas, October 2013.
“Engaging Teachers as Learners: Professional Development Learning Labs.” Social Psychology of the Classroom International Conference 2013; July 16, 2013; New Zealand.
“Reasoning for Readiness: Mathematics Rules, Arithmetic provides the tools.” Keynote presentation for Kentucky Center for Mathematics Conference,; February 25, 2013.
“Opening the Heart through Open-Ended Questions: Using stories for self-understanding.” Invited Speaker to the 11th International Conference on Philosophical Practice and the 4th International Conference on Humanities Therapy. Kangwon National University, Korea, July 2012.
Keynote speaker. Discovery Toys Conference. St. Charles, IL, July 2012.
What’s the Story about Foundational Mathematics, CMAEYC, January 2012.
“Down with Naked Numbers” at the Chicago Metro Association for the Education of Young Children Conference, January 2012.
“Tree Bracelets and Measurement in early childhood classrooms” at the National Association for the Education of Young Children Conference, November 2012.
“Big Ideas in Mathematics” at the National Association for the Education of Young Children Conference, November 2012.
“Do You Teach Naked Science? Colloquium on STEM Education Research,” St Paul, Aug 16, 2011.
“Don’t Leave the Story in the Book: Inquiry Across the Curriculum.” IRA, 2011
“Down with Naked Numbers: Why Stories are Important for Foundational Math” at the National Association for the Education of Young Children Conference, November 2011.
“Down with Naked Numbers” at the Illinois Association for the Education of Young Children Conference, October 2010.
“Where’s the Math in Stories: CMAEYC Opening Minds” at the Chicago Association for the Education of Young Children Conference, January 2010.
“Milton Meets Einstein: Teaching through Inquiry in Science and Literature,” presented with Dr. Gordon Berry, at the University of Nebraska Physicis Colloquium, March, 2009, and at the University of Notre Dame Physics Colloquium, April 2009.
“Where’s the math in Goldilocks?” with Rebeca Itzkowich at the National Association for the Education of Young Children Conference, November 2008.
“The gift of error: Making sense of number sense in young children,” with Rebeca Itzkowich, at the Working Forum for Teacher Educators, Auckland, New Zealand, May 2008.
“Counting isn’t all that counts.” Featured speaker for Chicago Metro Assoc of Young Children, July 2007.
“Don’t Leave the Story in the Book”, National Association for the Education of Young Children Conference, November 2007.