UNC School of Education

Associate Professor of Mathematics Education

T 919.962.6607
F 919.962.1533
cmalloy@email.unc.edu

307A Peabody Hall
CB 3500

An associate professor in mathematics education, Carol E. Malloy teaches secondary mathematics methods in the Master of Arts in Teaching Program, mathematics for middle and elementary pre-service students and curriculum and foundations courses for graduate students. Her scholarly interests focus on equity in education and reform.  She is responsive to concerns that many students have difficulty learning mathematics and, specifically, that African-American, Latino and Native American students often lack opportunities to learn quality mathematics and gain necessary skills to perform and understand rigorous mathematics. As a result, she works in local, regional and national professional organizations for equitable opportunity and quality in education, with emphasis in mathematics. From 1999–2002, Malloy served on the board of directors for the National Council of Teachers of Mathematics and was a member of the NCTM Standards 2000 writing team. She has been active in the Benjamin Banneker Association, Inc. since 1991 and served as its president from 1996-98. Prior to becoming a professor, Malloy was the associate director for programs and director of the UNC Mathematics and Science Education Network’s Pre-College Program. She taught mathematics for 20 years in public schools across the United States.

• Ph.D. 1994 - University of North Carolina at Chapel Hill, Curriculum and Instruction
• M.S. 1970 - Illinois Institute of Technology, Mathematics
• B.S. 1965 - West Chester University, Mathematics and Education

• Mathematics Education of African American Students
• Impact of Reform Practices and Achievement
• School Based Reform
• Research Overview

• Mathematics
• Mathematics Education
• General Education Courses

• May 2004, West Chester University, Distinguished Alumni Award
  
• 2003, NCARE Annual Conference Best Paper Award
  
• April 2003, Benjamin Banneker Association, Inc.  Distinguished Member Award
• 2003, Colloquium Speaker, Temple University School of Education, "If Excellence is Possible, Then Good is Not Enough."
• 2000, Colloquium Speaker at West Chester University (Alma Mater), "Educating All Children in Mathematics."
  
• 1998, Elected to the Board of Directors of the National Council of Teachers of Mathematics
  
• 1998, Featured Faculty member from UNC Professional Schools in promotional video on "The Life of the Faculty."
  
• 1997-1999, Selected as one of 26 mathematics educators nationally to be a writer for the NCTM Standards 2000 project
  
• 1997, Favorite Faculty Award of the Senior Class for "leadership, dedication, and innovation in the School of Education" of the University of North Carolina at Chapel Hill

• 2002, National Science Foundation Research on Learning in Education Grant to study students development as mathematical learners in reform oriented classrooms
• 2000, Department of Education Capacity Building Grant Subcontract for Comer Evaluation Project
• 2000, National Science Foundation, Online Tutoring
  
• 1999, Rockefeller Foundation, Comer Administrative Study

• 2005-2008, Editor Book Series, Mathematics for all: Instructional strategies for diverse classrooms, (NCTM)
• 2001-2003, Vice president College for Eastern Region, Board Member
  
• 1999-2000, Past President Benjamin Banneker Association
  

• Provides Professional Development for Durham Mathematics Teachers
• Volunteer at Chewning Middle School
• Volunteer at Rogers Herr Middle School, Durham Advisor and speaker for Exploris Middle School, Raleigh GESA training: Vance County Schools: Henderson
  

Malloy, C. E. (2005). Contradictions in culture: African American students in two charter schools. In W. T. Pink & G. W. Noblit, Eds., Transforming the culture of schools: Lessons learned from field studies of several leading reform strategies. Cresskill, NJ: Hampton Press.

Bright, G. W., Lamphere, P. J., Malloy, C., & Watanabe, T.  (2005). Navigating through Measurement in Grades 6-8. Reston, VA: National Council of Teachers of Mathematics.

Malloy, C. E. (2004). Equity in mathematics education is about access. In R. Rubenstein & G. Bright, Eds., 2004 NCTM Yearbook: Effective mathematics teaching (pp.1-14) Reston, VA, NCTM.

Pugalee, D. K., Frykholm, J., Johnson, A., Slovin, H., Malloy, C., & Preston, R. (2002). Navigating through Geometry in Grades 6-8. Reston: NCTM.

Malloy, C. E. (2002). Building an international community: Sharing knowledge and experienced in professional development for mathematics education. In H. Bass, Z. P. Usiskin, & G. Burrill (Eds.), Studying classroom teaching as a medium for professional development: Proceedings of U.S.–Japan workshop (pp. 10-18).  Washington, DC: National Academies Press.

Malloy, C. E. (2002). Democratic access to mathematics through democratic education.  In L. D. English, (Ed.), Handbook of International Research in Mathematics Education, Mahwah, NJ: LEA Associates.

Noblit, G. W., Malloy, W. W., & Malloy, C. E., Eds. (2000). The kids got smarter: Case studies of Comer schools. Cresskill, NJ: Hampton Press.