Education

• Ph.D., Education, University of Central Florida
• M.Ed., Mathematics Education, University of Central Florida
• A.B., Mathematics, Rollins College

Expertise

Middle level mathematics education; technology

Research

Integration of technology in mathematics classrooms; preservice teachers' development of mathematical content knowledge; university-school district partnerships

Biography

George J. Roy, Ph.D., serves as the Department of Teacher Education Chair and as a Professor of Mathematics Education at the University of South Carolina. Dr. Roy received his undergraduate degree from Rollins College with a major in mathematics and a minor in computer science, after which he taught mathematics in a middle school for eight years in Orange County (FL) Public Schools. During his K-12 school tenure, he attained his Master of Education in Mathematics Education from the nationally recognized Lockheed Martin Academy for Mathematics and Science at University of Central Florida (UCF) as well as earning a National Board of Professional Teaching Standards certification in Early Adolescence Mathematics. Dr. Roy went on to receive his Ph.D. in Education with an emphasis in Mathematics Education from UCF. During his doctoral program, his primary area of research focused on preservice teachers' development of mathematical content knowledge. His current research efforts include examining uses of technology in mathematics classrooms, and school-university partnerships. He has secured more than $10 million dollars in extramural funding to support teacher recruitment, retention, and preparation in rural communities in South Carolina. Among his notable scholarly contributions, Dr. Roy has served as a middle level mathematics expert on the writing team of Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations as well as a member of the writing team of theMathematical Education of Teachers III Report led by the Conference Board for the Mathematical Sciences.  

Notable Scholarly Contributions 

Professional Development School Liaison, Irmo Middle School

National Council of Teachers of Mathematics Middle School Task Force and Writing Team. (2020). Catalyzing change in middle school mathematics: Initiating critical conversations. Author: Reston, VA.

Roy, G. J. (PI), Thompson, S.,Curcio, R., & Baker, M. (co-PIs). University of South Carolina-Carolina Transition to Teaching Program (TtT). U.S. Department of Education Office of Innovation and Improvement, funded for $4,691,976.89, Dates: 10/1/2019 to 9/30/2024.

Roy, G. J., Allen, J., & Thacker, K. (2020). Linking factors and multiples to algebraic reasoning. Mathematics Teacher: Learning and Teaching PK-12, 113(3), 216-222.

Hodges, T. E., Roy, G. J, & Tyminski, A. M. (Eds.) (2018). Proceedings of the 40^th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Greenville, SC: University of South Carolina.

Roy, G. J., Bush, S. B., Hodges, T. E., & Safi, F. (2017). Algebraic Expressions Inspire High Leverage Argumentation. Mathematics Teaching in the Middle School, 23(2), 98-105.

Nolan, E., Dixon, J. K., Roy, G. J., & Andreasen, J. (2016). Leading the Change: Making Sense of Mathematics for Teaching Grade 6 – 8. Solution Tree Press: Bloomington, IN.