Dr. Matthew Beyranevand

  • Matthew Dr. Matthew Beyranevand is the K-12 Mathematics and Science Coordinator for the Chelmsford Public Schools. Through his website MathwithMatthew.com, Matthew provides visitors with podcasts, music videos, educational resources, and a video blog. Matthew is currently an active user of Twitter, Facebook, Periscope, and Instagram to get his message out to help improve student interest and engagement in mathematics.
    Matthew is currently in his fourth season producing and hosting his public access television show "Math with Matthew" and just completed a 16-month project for a pilot project of a "Bill Nye the Science Guy" style show featuring the Pythagorean theorem. “Math with Matthew: The Pythagorean Project” is currently broadcasted in over thirty communities throughout Massachusetts. Matthew also produces and hosts “Science with Matthew” spotlighting the science and innovation fairs in Chelmsford, as well as “Eye on PARCC which familiarized the educational community with the PARCC standardized assessment.

    After years as a middle school classroom mathematics teacher, Matthew transitioned into the school administration. He is leading a department of over 80 middle and high school math and science teachers. As a graduate instructor at UMASS Lowell and Fitchburg State University of over thirty semesters of mathematics and education courses, Matthew has become an expert in the instruction techniques for instructing both new and established teachers. Having instructed the courses Curriculum and Assessment for Teachers, History of Mathematics, Working with the Range of Students in Mathematics, and Teaching for Mathematical Understanding, Matthew is accustomed with all of the techniques necessary to improve student learning in the classroom.

    Matthew is a lifelong learner in education. Having completed his Master’s Degree (2003) and Doctoral Degree (2010) at the University of Massachusetts Lowell, he is experienced with current research involving mathematics education. In addition to his dissertation on investigating multiple representations of mathematical concepts, he has had articles published on representations of mathematical concepts and the impact of popular culture on mathematics instruction.