George Roy

  • George Roy

    George Roy

    Candidate for Director – At-Large


    Professor of Mathematics Education, University of South Carolina (USC)


    Ph.D., Education, University of Central Florida (UCF); M.Ed., Mathematics Education, UCF; B.A., Mathematics, Rollins College


    2013-Present Professor of Middle Level Mathematics Education, USC (Promoted 2017, 2021); 2009-2013 Assistant Professor of Mathematics Education, USFSP; 2007-2009 Mathematics Education Instructor, UCF; 2004-2007 Graduate Teaching Assistant, UCF; 1997-2004 Mathematics Teacher, Westridge Middle School, Orange County (Fla.) Public Schools (OCPS)

    Professional Memberships

    National Council of Teachers of Mathematics (NCTM); North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA); National Association of Professional Development Schools (NAPDS); South Carolina Council of Teachers of Mathematics (SCCTM)

    Leadership Experiences in Mathematics Education

    NCTM Middle School Task Force and Writing Team member (2020); Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations; Member, (2017-2020) CAEP Advisory Committee NCTMCo-editor (2016-2019) Informing Practice Department of Mathematics Teaching in the Middle School, an NCTM legacy journal; Chair and Member, (2018-2019) Publications Committee of NCTM; Conference Co-chair, (2016-2018) 40th Annual Meeting of PME-NA.


    Lead author (2022), Number Talks Connect Student Reasoning when Comparing Ratios, Mathematics Teacher: Learning and Teaching Pre-K–12; NCTM Middle School Writing Team member (2020), Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations; Author (2016), Making Sense of Teaching Mathematics Making Sense of Mathematics for Teaching Grade 6-8 (Solution Tree Press)


    Excellence in Teaching (2014), USC Mortar Board Society; Teacher of the Year, (2002), Westridge Middle School, OCPS 


    NCTM is a leading voice in the national and international direction of mathematics education. Earlier in my career, I was a public middle school mathematics teacher who leaned heavily on the resources NCTM provided as a way to develop my pedagogical underpinnings and continue as a young educator. Currently, like a wide range of stakeholders (e.g., teachers, mathematics coaches, family members, district and state leaders, school boards, administrators, and communities), I continue to look to NCTM for support regarding how to navigate the current educational landscape. In its strategic framework, NCTM is charged to engage in advocacy, to raise awareness, and to influence decision makers, and the public, on issues concerning high-quality mathematics teaching and learning. It is with this focus in mind that as Board Member I will leverage my past experiences to advocate for mathematics stakeholders so they continue to have access to research-informed and high-quality resources that support each and every student in equitable learning environments.