Faculty Research Overview
>> Malloy, Carol
Carol Malloy’s major research interests are mathematics learning; cultural influences on the cognitive development of African-American students on mathematics learning; pedagogical interactions of teachers and students that lead to understanding and achievement in mathematics; and the effects of national school reform on student learning. Malloy’s past research include mathematics problem-solving strategies of successful African-American students, resiliency of learners as a key to success in learning algebra I and the capacity building, implementation and success of the Comer School Development Program.
Malloy’s research-based publications include articles in the Journal for Research in Mathematics Education; Mathematics Teaching in the Middle School; and Principal Leadership. She has publishedbook chapters in the Handbook of International Research in Mathematics Education; the 1997, 1999 and 2004 National Council of Teachers of Mathematics Yearbooks; and in Transforming the Culture of Schools: Lessons Learned from Field Studies of Several Leading Reform Strategies. Her co-authored and edited books include The Kids Got Smarter: Case Studies of Comer Schools; Bring Systemic Reform to Life; Navigating through Measurement in Grades 6-8; and Challenges in the Mathematics Education of African American Children. Currently, she is lead editor of the National Council of Teachers of Mathematics book series with the working title, Mathematics for All: Instructional Strategies for Diverse Classrooms.
Malloy and school of education colleagues Judith Meece and Jill Hamm recently completed data collection for a three-year study funded by the National Science Foundation to examine how reformed middle grade mathematics instruction shapes students’ development as mathematics knowers and learners in the middle grade years. The results of their work will document changes in students’ learning and self-conceptions in middle grades mathematics classrooms and the processes by which those changes occur.