A specialist in teacher education and literacy development, Mary Hynes-Berry teaches in the teacher certification master’s program. She also is a team member and instructor for the Early Math Collaborative and the Erikson/StoryBus professional development programs.

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 the Early Math Collaborative 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. She has taught at Erikson as an adjunct faculty member since 1996 and was a consultant to the New Schools Project.

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.

Education

B.A., English, Trinity College, Washington, D.C.;
M.A., Ph.D., English, University of Wisconsin, Madison

Related Experience

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

Service

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

Recent Publications

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)

In development

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.

Presentations

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.