Dr Hollylynne S. Lee

About Hollylynne

Hollylynne has been at NC State since 2000 in the Department of Science, Technology, Engineering, and Mathematics Education in the College of Education. She serves as a Senior Faculty Fellow at the Friday Institute. Her research interests include teaching and learning of probability, statistics, and data science, especially incorporating technology use and designing technology environments that facilitate students’ learning. She situates her work in educational design in order to provide the best learning opportunities for students in K-12, her university students, and educators around the world that engage with her in online professional development. She currently has over 4.5 million in funding from IES and NSF to fund her research, and is the director of the Hub for Innovation and Research in Statistics Education. She collaborates with a strong team of researchers and graduate students at the Friday Institute, as well as faculty, researchers, and technological designers at organizations such as Concord Consortium, RTI International, Research Matters Inc and institutions such as: UC Berkeley, University of Georgia, Eastern Michigan University, University of Southern Indiana, Middle Tennessee State University, and UNC Charlotte..

For more information see her College of Education profile 

Resources

• A Framework to Guide a Research-Based Approach to Teacher Education Materials (White Paper)

  Co-Author
  While many organizations and individuals purport and support the benefits of the use of technology to learn mathematics, many teachers are unsure about how to use technology in ways that promote students' conceptual learning (e.g., Ertmer, 2005). Evidence suggests a model that integrates pedagogy, content, and technology is more effective for preparing teachers to use technology in classrooms (Lee & Hollebrands, 2008; Niess, 2005; Suharwoto, 2006) and this is the approach we have taken in the development of the Preparing to Teach Mathematics With Technology (PTMT) materials. This paper elaborates on our Technological Pedagogical Mathematical Knowledge (TPMK) framework, how we used it to guide the development of materials, and how we embody each of its components in our curriculum.