Stefan Baratto
Stefan began teaching math and science in New York City middle schools. He also taught
math at the University of Oregon, Southeast Missouri State University, and York County
Technical College. Currently, Stefan is a member of the mathematics faculty at Clackamas
Community College where he has found a niche, delighting in the CCC faculty, staff, and
students. Stefan’s own education includes the University of Michigan (BGS, 1988), Brooklyn
College (CUNY), and the University of Oregon (MS, 1996).
Stefan is currently serving on the AMATYC Executive Board as the organization’s Northwest
Vice President. He has also been involved with ORMATYC, NEMATYC, NCTM, and the
State of Oregon Math Chairs group, as well as other local organizations. He has applied his
knowledge of math to various fi elds, using statistics, technology, and web design. More personally,
Stefan and his wife, Peggy, try to spend time enjoying the wonders of Oregon and
the Pacifi c Northwest. Their activities include scuba diving, self-defense training, and hiking.
Barry Bergman
Barry has enjoyed teaching mathematics to a wide variety of students over the years. He
began in the fi eld of adult basic education and moved into the teaching of high school
mathematics in 1977. He taught high school math for 11 years, at which point he served
as a K-12 mathematics specialist for his county. This work allowed him the opportunity to
help promote the emerging NCTM standards in his region.
In 1990, Barry began the next portion of his career, having been hired to teach at Clackamas
Community College. He maintains a strong interest in the appropriate use of technology
and visual models in the learning of mathematics.
Throughout the past 32 years, Barry has played an active role in professional organizations.
As a member of OCTM, he contributed several articles and activities to the group’s journal.
He has presented at AMATYC, OCTM, NCTM, ORMATYC, and ICTCM conferences. Barry
also served 4 years as an offi cer of ORMATYC and participated on an AMATYC committee
to provide feedback to revisions of NCTM’s standards.
Donald Hutchison
Don began teaching in a preschool while he was an undergraduate. He subsequently
taught children with disabilities, adults with disabilities, high school mathematics, and
college mathematics. Although each position offered different challenges, it was always
breaking a challenging lesson into teachable components that he most enjoyed.
It was at Clackamas Community College that he found his professional niche. The community
college allowed him to focus on teaching within a department that constantly
challenged faculty and students to expect more. Under the guidance of Jim Streeter,
Don learned to present his approach to teaching in the form of a textbook. Don has also
been an active member of many professional organizations. He has been president of
ORMATYC, AMATYC committee chair, and ACM curriculum committee member. He
has presented at AMATYC, ORMATYC, AACC, MAA, ICTCM, and a variety of other
conferences.
Above all, he encourages you to be involved, whether as a teacher or as a learner.
Whether discussing curricula at a professional meeting or homework in a cafeteria, it is
the process of communicating an idea that helps one to clarify it.
