Distinguished University Professor Hollylynne Lee Appointed to Mathematical Education Science Board

Hollylynne Lee, a Distinguished University Professor of mathematics and statistics education in the NC State College of Education, has been appointed to serve on the National Academies of Science, Engineering and Medicine’s newly formed Mathematical Education Science Board (MSEB).

The board — which consists of eight members who do work related to research and teaching in applied mathematics and eight members who do research and teaching in mathematics education — aims to provide national guidance on the future of mathematical education for all students in the United States. 

The goal of MSEB activities is to facilitate dialogue between mathematical researchers and educators and produce evidence-based recommendations for improving math education from Pre-K through postsecondary education. The board will also conduct studies that can provide advice to state and local school systems, agencies and academic institutions.

Lee was selected from a pool of more than 700 nominees to serve a three-year term on the board. 

“It is an incredible honor to be selected to serve on this board,” Lee said. “It is an opportunity for myself and other board members to bring together our many years of research in the fields of mathematical sciences and mathematics/statistics education to impact the future of K-12 and postsecondary education.”

As part of the MSEB, Lee said she is excited to contribute to national efforts to modernize high school and college mathematics to introduce more data literacy, statistics and data science.

She is also looking forward to helping to shape the national conversation around mathematics and work with policy leaders in Washington, D.C., as well as at various foundations and funding agencies, to inform policies and priorities for how mathematics education and research can contribute to a stronger workforce and innovative advances that will benefit the broader society. 

“I am hoping the board can consider and make recommendations that impact funding opportunities and policies that create meaningful and lasting changes to mathematics educational opportunities for all students,” Lee said. “Not only do we need to attend to the importance of early numeracy, but also ensure that mathematics experiences in later years provide appropriate skills and understandings that help all learners apply math to whatever career or postsecondary educational pathways they pursue.”