Pérez earned a B.S. in Applied Mathematics and taught high school mathematics for three years prior to completing an M.A. in Mathematics and a Ph.D. in Curriculum and Instruction at Indiana University. He has contributed to multiple projects focused on the teaching and learning of mathematics and the use of reform-based practices in urban settings. His research focuses on algebraic reasoning and the learning of mathematical functions in high school. He uses data from large-scale assessments such as the National Assessment of Educational Progress to explore the relationship between students’ performance on function concepts and factors such as access to technology, attendance, and school course pathways. He is also working with national assessment data to explore the college preparedness of 12th-grade students, particularly those students who are from historically underperforming backgrounds.