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Beth Lloyd

Associate Professor

Address: 86 Wentworth Street, #227
Office Hours: OFFICE HOURS: Monday and Wednesday: 8:45-10:45; 2-2:30 or by appointment
Phone: Office: 953.7432
E-mail: lloydb@cofc.edu



Education

  • Ph.D.,Education, University of Virginia,Charlottesville, VA, Spring 2009. Emphasis on Anthropology of Education,Sociology of Education, and Mathematics Education. Dissertation title:  Transformationand Transfer of Novice Mathematics Teachers' Practices and Conceptions of Teaching and Learning: An Examination of Preservice and Inservice Classroom Settings.
  • Masterof Teaching, Mathematics Education, University of Virginia, Charlottesville,VA, Spring 1999.
  • Bachelor of Arts with distinction, Mathematics, University of Virginia,Charlottesville, VA, Spring 1999.

Research Interests

  • Beliefs about the Nature of Mathematics and Mathematical Pedagogy
  • Transfer of Preservice Practices and Beliefs Into Inservice Settings
  • Teacher Burn Out

Courses Taught

  • EDFS 201: Introduction to Education
  • EDEE 323: The Development of Mathematical Thinking
  • EDEE 365: Teaching Mathematics Pre-K – Grade 3
  • EDEE 366: EDEE 366:Teaching Mathematics Grades 2-8
  • EDEE 665: Mathematics Content and Instruction

Honors and Awards

  • A.L. Bennett Endowed Scholarship, Spring 2005
  • Curry Trustee Fellowship, Spring 2006
  • Estelle B. Seward Scholarship, Spring 1998
  • Favorite Teacher Award by Class of 2002 
  • Intermediate Honors 1997           
  • Robert Lynn Canady Fellowship, Spring 2007

Publications

Lloyd, M.E.R., & Howell, M. (2018). Positioning pre-service teacher beliefs along the traditional-reform continuum: An examination of normative beliefs and discursive claims. The Mathematics Enthusiast, 16(1), Article 9. https://scholarworks.umt.edu/tme/vol16/iss1/9

Lloyd, M.E.R., & Howell, M. (2018, May). An examination of pre-service teachers’ efficacy. The MathMate, 39(1). Retrieved from https://scctm.wildapricot.org/The-MathMate   

Lloyd, M.E.R. (2017). A typological analysis: Understanding pre-service teacher beliefs and how they are transformed. International Journal of Mathematical Education in Science and Technology, 1-29. http://dx.doi.org/10.1080/0020739X.2017.1360526

Veal, W., Lloyd, M. E., Howell, M., Peters, J. S. (2015). Normative Beliefs, Discursive Claims, and Implementation of Reform-based Science Standards. Journal of Research in science teaching.

Lloyd, M. E., Veal, W., Howell, M. (2015). The Use of Teachers’ Baseline Normative Beliefs to Guide professional Development in Teaching Mathematics. Professional Development in Education.

Lloyd, M. E. (2013). Transfer of Practices and Conceptions of Teaching and Learning Mathematics. Action in Teacher Education, 35 (2), 103-124.

Lloyd, M. E. (2012). Leaving the Profession: The Context Behind One Quality Teacher's Professional Burnout. Teacher Education Quarterly, 39 (4), 139-162.